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LIBRARY OF CONGRESS 



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Hollinger Corp. 
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■B148 

Mcopy 1 [Dociimenl 

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BY THE SENATE, 

January 24tli, H 
2,000 copies ordered to be printed, 200 of which \L 
I German language. 



FIRST REPORT 

OF THE 

STATE SUPERINTENDENT 

V 

OF 

PUBLIC INSTRUCTION, 

TO THE / 

GOVERNOR OE'MARYLAND, 

WITH AN 

APPENDIX CONTAINING REPORTS 

OF THE 

^xmUmU at §om&^ of ^tUol fymmmmux^ 

TO THE 

j 

STATE SUPERINTENDENT. 



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r ANNAPOLIS: ^>^Z^ 

HAVERSTICK & LONaNECKERS, PRINTERS. 

1866. 






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REPORT. 



BALTrMORK, December dO , 1865. 
To His Excellency, 

A. Y BRADFORD, Governor: 

Your proclamation convening the G-eneral Assembly in Special Ses- 
sion, January 10, 1866, suggests the propriety of presenting a report of 
my work, as State Superintendent of Public Instruction, and of the con- 
dition of the important interests committed to my supervision. 

That this may be of practical value and embrace the views of those 
who come into direct official relation with the details of the School Law, 
and can judge of it as a working system, 1 present, in an Appendix, the 
reports of the Presidents of the School Boards of the several Counties, 
to which special attention is invited. In response to a request for a 
similar report from the School Board of Baltimore City, I was furnished 
with the printed School Statistics of 1864, which, having been em- 
braced in my report of February, 1865, are of no present importance. 

To the Boards of School Commissioners for the Counties, and specially 
to their Presidents, 1 am greatly indebted By wise and efficient co- 
operation The Uniform System of Public Instruction is being rapidly or- 
ganized, and the Schools are securing the good will and confidence of the 
citizens. To the fortunate selection of such competent and zealous 
Assistants, the success which has thus far attended my efforts is to be 
mainly attributed. 

In accordance with the requirements of the Law, I have, since April 
1st, visited and delivered addresses in each County, except Calvert. I 
attended the State Convention of Teachers at Elmira, New York ; and 
the National Convention of Teachers at Harrisburg, Pennsylvania. I 
have twice visited Philadelphia and New York on official business; 
have traveled in the discharge of these duties 4, '275 miles, and deli- 
vered 75 addresses, chiefly explanatory of the School System. 

Wherever I went I was cordially received and hospitably entertained ; 
with one exception, I found the people anxious to procure information 
and enjoy the benefits which the system of Public Instruction is designed 
to impart. 



The Convention reHolved itself into an association known as "The 
Association of the Commissioners of Public Schools of Maryland/' and 
will meet again in Annapolis, Wednesday, January 17th. 

The purpose of the Lieut. Governor in convening the Convention at 
Annapolis, is to bring the School authorities of the Counties and Balti- 
more City into direct communication with the General Assembly, that 
after full conference and interchange of opinion, and a thorough exhibit 
of the wants of the State, such legislation may be secured as will place 
our School system upon a secure and self-sustaining basis. 

Legislation is needed to provide for the per diem of the Lieut Gov- 
ernor and Speaker of the House of Delegates, when acting as members 
of the Board of Education. As 1 understood the law, the amount 
allowed for incidental expenses (Title I. Chap. 11. Sec. 4, J was designed 
to include this per diem The Attorney General thinks otherwise, and 
there'fore the accounts of these gentlemen have not been paid. I pro- 
pose to add after the words "official duties," in the third line, the words 
"and per diem of Lieut. Governor and Speaker of the House of Dele- 
gates, when attending meetings of the Board," an as amendment, which 
will remove all doubt as to the meaning of the section. 

IL— STATE NORMAL SCHOOL. 

Early in September the organization of this important institution re- 
ceived the attention of the State Board of Education. I was directed to 
address a communication to the Mayor and Common Council of the 
City of Baltimore, in accordance with the section of the law which locates 
the JSormal School in Baltimore, in such buildings as the City Council 
may provide. This duty was performed. The communication was 
laid upon the table, where it remains. This has caused some delay 
in opening the School. I thought it prudent to wait the next meeting of 
the Board before taking any further action. In the mean time, Profes- 
sor Newell, who had been elected Principal, entered upon his duties. 
His time was usefully employed in devising, under my direction, a 
systematic plan of operations, including a complete curriculum for the 
Normal School proper, and^ the ''Model and Experimental Schools," 
which are to be connected with it. He has visited the most prominent 
institutions for the education of teachers in Pennsylvania, New Jersey, 
New York, Massachusetts and Connecticut. His report of this tour of 
observation is here presented. I ask attention to it, as it not only gives 
a succinct statement of the operation of the Normal Schools visited 
and examined, bur conveys to our own minds a clear idea of what a 
Normal School is designed to accomplish, and the important relation it 
bears to a thorough system of Public Instruction. The importance 
cannot be exaggerated,,, Without such an institution, liberally sus- 
tained and efficiently conducted, no State can establish and maintain 
Public Schools which will be of any real advantage to the community. 
The subject no longer needs argument. It is a maxim universally 
received that "as is the teacher, so is the school;^' and we may add, 
the teacher is what his training makes him. What the Military Acad- 
emy at West Point and the Naval B<3hool at Annapolis do for the army 



7 

^nd navy of the nation, the Normal School will aooomplish for public 
instruction in Maryland. 

Tuition and the use of text books will be furnished free of charge. 
In addition to this it is desirable that some plan be adopted to aid meri- 
torious young men and women to pay their board while preparing them- 
selves for their work. This might be done by a loan, to be repaid in 
instalments from their salaries when engaged as teachers in the Schools. 

At the meeting of the State Board, December 27, I was directed to 
rent suitable rooms for the school, and to arrange for immediate work. 
This has been done. The apartments procured are not well adapted to 
the purpose, but such is the scarcity of buildings of every description in 
the City of Baltimore, that it may be considered fortunate that we have 
been even partially successful. It is hoped that the City Council at its 
next session will decide to co-operate with the State Board, and hasten 
the thorough organization of the Normal School, which will be of incalcu- 
able benefit to the Schools of the City as well as of the Counties. 

The first session will commence January 15, 1866, of which notice 
has been given by advertisement in the leading journals of Baltimore 
and of each County. 

REPORT OF PROF. NEWELL. 

In compliance with an order of the State Board of Education, I visited, 
in the months of November and December, the principal Normal Schools 
of Pennsylvania, New Jersey, New York, Massachusetts and Connecti- 
cut. My object was to ascertain, by personal observation and inquiry, 
the history and organization of these Schools ; their methods of instruc- 
tion and government ; the difficulties they have met with, and the results 
they have attained. 

It is now about forty years since some bold thinkers in the Eastern 
States began to preach a new and startling doctrine respecting Educa- 
tion : — that a person reqiftres special training to make him a good teacher, 
just as a man needs special training in order to become a good lawyer, a 
good physician, or a good mechanic. This truth, so obvious and so 
important, met with such a reception as the world generally accords to 
great and simple truths, when first presented. Some derided it as a 
truism, some branded it as false ; many accepted it in theory and re- 
jected it in practice. Fourteen years afterwards, in the year 1839, 
the State of Massachusetts, urged by one of her private citizens who 
offered to defray half the expense, set on foot, as an experiment, three 
Schools for the training of teachers. These were the pioneer Normal 
Schools of the United States. Five years afterward, the example thus 
set by Massachusetts was followed by New York. A State Normal 
School was established by Connecticut in 1849, by Michigan in 1850, 
by Rhode Island in 1852, by New Jersey in 1855, by Illinois in 1857, 
by Pennsylvania and Minnesota in 1859, by Wisconsin in 1862, and by 
Maine in 1863. Of the thirteen original States, Maryland is the 
seventh that has engaged in this enterprise, and in point of time she is 
not far behind some of her sisters. 



The Normal School in its highest development, embraces three lead- 
ing features : first, an academical department where the students have 
the opportunity of reviewing the elementary studies, as well as of pursu- 
ing an advanced course; second, a professional school, where they 
learn theoretically how to organize, classify, teach, and govern a school ; 
third, the model school, and school of practice, where they see the 
various operations of a school conducted after the best methods, and 
begin themselves to teach and govern under the direction of competent 
instructors. Some institutions give greater prominence to one, and some 
to another of these departments, but all agree that the co-existence and 
co-operation of the three are necessary to a Normal School in its highest 
state of efficiency. 

Though I did not find exactly the same methods of instruction pre- 
vailing in all the schools, nor even in all the departments of the same 
school, yet a striking family likeness could be noticed among them all. 
The teaching is, generally speaking, of a high intellectual order. The 
system of learning by rote, and reciting to a teacher whose eye is fixed 
on his text book, is entirely discarded. I never saw a teacher in one of 
these schools use a text book (other than a spelling or reading book) 
except for occasional reference. I was present at recitations on history 
in several schools, and in none did the teacher use a book. Every 
lesson seemed to be thoroughly mastered, and systematically arranged 
in the teacher's mind before coming to class ; and I have no doubt that 
many of the teachers spent as much time in preparation as their scholars 
did. 

The "topical" mode of recitation is employed more than the cateche- 
tical. The teacher suggests a "topic," and the Ftudent proceeds, with- 
out interruption, to tell all he knows on the subject. It is then thrown 
open to the class for criticism ; one corrects an error, another supplies 
an omission, a third suggests an additional illustration, till finally the 
subject is exhausted, and another student takes hold of the next topic. 
This custom of mutual criticism is very valuable ; it keeps alive the 
attention of the class, and stimulates the person reciting to use the 
utmost care to give fulness and accuracy to his answers. 

" Teaching exercises" furnish a method of recitation peculiar to Nor- 
mal Schools. The student who is to recite takes his stand in front of 
the class, and proceeds to instruct and catechise them as if they were 
entirely ignorant of the subject. This exercise requires great self-pos- 
session on the part of the student personating the teacher, complete mas- 
tery of the subject, good powers of comprehension and analysis, and con- 
siderable talent for illustration. Yet even this difficult task is, generally, 
satisfactorily performed. 

The cultivation of the power of expression is another of the speciali- 
ties of the Normal School. Many subjects are taught not so much for 
the sake of the information gained, as for the purpose of accustoming 
the student to express fully, clearly, and logically, what he knows. The 
black-board is here called in to the aid of the tongue ; and, as far as possi- 
ble, the students are expected to present every subject to the eye as well as 
to the ear. In studying Phylosophy, Natural Physiology, Chemistry and 
Greography, they reproduce on the black-board every diagram and map 



in the text book. In this way they acquire a wonderful facility in the 
use of the crayon ; it is no unusual thing for a student to draw a correct 
outline of the map of the United States in three minutes, and to fill in 
the State boundaries and the rivers in seven minutes more. 

The diffi^culties encountered by the Normal Schools may be very 
briefly stated. 

1st. Students enter without adequate preparation. This difficulty will 
be severely felt in Maryland because our District Schools are not of the 
highest order, and public High Schools (outside of the City of Baltimore) 
are almost unknown. The only remedy is the formation of a prepara- 
tory class in the Normal School This compels the Normal School to 
do double duty ; not only to give professional training, but also that 
elementary instruction en which the professional training is based. But 
the evil is, in our case, unavoidable ; a person must know something 
before he can learn the methods of teaching it. 

2nd. Students do not remain long enough at the Normal Schools to 
obtain the full benefit of the training. Not more than ten per cent, on 
an average, of those who enter, remain to graduate. This is caused 
partly by the facility with which students can obtain schools after attend- 
ng the Normal School for one or two terms ; and partly by the students 
being unable to afford the expense of a prolonged residence. 

8rd. The high price of boarding, in connexion with the comparatively 
low salaries paid to teachers, prevents many from attending, who would 
otherwise gladly avail themselves of the advantages of a Normal School. 
This is a matter which deserves the serious attention of the State Board 
of Education. It is indeed the crying evil of the times, as regards 
Normal Schools ; and will be felt in Maryland even more severely than 
elsewhere, because our people are hardly awake as yet to their vast im- 
portance. "There are" says Dr. Hart in his last report, "in the 
State of New Jersey, more persons anxious to attend our Normal School 
than would fill our ample buildings twice over, were it not for the ex- 
pense of residence away from home." I would respectfully suggest 
that the Legislature might authorize the State Board or the County 
Boards to lend to a limited number of student-teachers a s nail sum of 
money to assist them in defraying the expense of their maintenance at 
the Normal School; such money to be repaid in two or three annual 
instalments, out of the earnings of the teachers after graduation. 

Notwithstanding many drawbacks, Normal Schools have proved a 
decided success. They are no longer doubtful experiments ; they are 
established institutions. Occupying, at first, hired rooms, they have 
now their permanent homes in handsome and spacious edifices. The 
most attractive and, in some respects, the most convenient Normal School 
buildings that I have seen are at Trenton, New Jersey. They were 
originally erected by private liberality, but have lately been purchased by 
the State. There are two buildings, situated in an inclosure of twenty acres 
in the most fashionable quarter of-the city ; one is used exclusively by the 
Normal School proper, and the other, principally by the Model School. 
The cost of the two, including the ground, was about $72,000. The 
houses alone couid not be built, at the present time, for less than $100,000. 
The buildings are three stories high, and combine beauty and simplicity 
2 



10 

of architectural style, with n high degree of oonvenieQce and adaptation 
10 school purposes. The Normal School building contains a Study-room 
with desks for two hundred and forty scholars, a Lecture-room with 
seats for about four hundred, a Keception-room, a Library, seven Recita- 
tion-roon)s, seated for forty pupils each, two Drawing-rooms, one room 
for models of drawings, two rooms for Philosophical and Chemical 
Apparatus, six Cloak-rooms, two Toilet-rooms for scholars, and two 
Toilet-rooms for teachers. The Model School building contains a large 
hall calculated to seat about five hundred persons ; six school-rooms 
for girls, forty pupils each ; six school-rooms for boys of the same size; a 
Library, a Laboratory, a Drawing room; three Cloak-rooms for girls, and 
four for boys. The rooms in both buildings are large, airy and com- 
modious, well heated and lighted, and thoroughly ventilated. The 
.study-rooms and recitation-rooms are amply provided with black-boards; 
no less than fifteen hundred square feet of slate being attached perma- 
nently to the walls. 

The State Normal School of New York went into operation, at first, 
in a temporary building provided gratuitously by the City of Albany. 
After five years of probation, the school was removed to the spacious 
and commodious structure which it now occupies, built for the purpose at 
the expense of the State. There are now in attendance two hundred and 
forty students at the Normal School proper; one hundred and twenty 
at the Model Grammar School, and fifty at the Model Primary School. 
The Model Schools are supported mainly by the fees of the Pupils. The 
teaching is done by the students of the Normal School, under the super- 
intendence of the Principal and permanent assistants. The results are 
very satisfactory The schools are so popular that no difficulty would 
be found in filling the rooms if they were twice the size ; the children 
are well taught, and the student- teachers have an excellent opportunity 
of learning their profession. The student-teachers meet the Superin- 
tendent every morning before the schools open for advice and consulta- 
tion ; at this time they receive explanations of any difficulties they may 
present, and directions for their guidance during the day. At the close 
of their period of practice, they make a report, according to a printed 
form, of the subjects they have taught, their methods of teaching, and 
the progress made by the scholars. These reports are bound and kept 
for reference. 

The Training School at Oswego was organized mainly for the pur- - 
pose of furnishing the City Schools with Teachers competent to carry 
out the Objective or Pestalozzian System of Teaching. The Publie 
Schools of Oswego are divided into four grades: The Primary, the 
Junior, the Senior, and the High School. Each School is divided into 
three classes ; and the course of each class lasts for one year. Pupils 
are admitted at five years of age, and if they pass regularly and witiiout 
interruption through the whole course, they graduate at the age of 
seventeen. New classes are formed only once a year. Scholars pre- 
senting themselves after the new classes have been formed are admitted, 
provided their attainments correspond exactly with the standard of any 
particular class. If they are found defective in particular studies, or if 
they are much older than the average of their class, they are sent to 



11 

what is called the "Ungraded School," an ingenious contrivance to pre- 
vent the uniformity of the classes from being broken by the influx of 
unprepared scholars. For the first four years of the child's school life 
he is taught without books, reading-books of course excepted. The 
elements of Language, Number, 'Place, Color, and Form ; lessons on 
"Objects," Drawing, Singing, as well as Reading, Spelling, 'Arithmetic 
and G-eography are taught by the living voice of the Teacher, aided by 
Maps, Charts, Pictures, real "objects" wherever they can be introduced, 
and an unremitting use of the black-board. The same proo-ramme, both 
in matter and time, is followed by all the Schools in the City of like 
grade. The work for every two weeks in the Primary Schools, and the 
order of exercises for every half hour in the day, are prescribed in printed 
instructions, and are, I believe, strictly adhered to. In the other schools 
the work of every quarter is definitely arranged. Thus all the schools 
of similar grade are in exact correspondence with each other, and 
scholars can be transferred from one to another without chano-ing their 
rank in school. I am unable to say from personal observation how this 
uniform system works in practice ; but I am inclined to form a very fa- 
vorable opinion of it. It must be a great assistance to both teacliers 
and scholars to know exactly what they are to accomplish within certain 
short intervals of time; and it facilitates very much the intelligent su- 
pervision of the schools. 

Of the "Objective" system of teaching pursued in these Primary 
Schools, I cannot speak too highly. I have examined it very closely, 
and do not hesitate to say that it is not only a good system, but the only 
good system that I have seen, for the rational education of young child- 
ren. I cannot give a better idea of the character of the instruction given 
under this system rightly conducted, than by recounting what I wit- 
nessed at a short visit to the lowest class in one of the Primary Schools 
of Oswego. The children were from five and a-half to six years of affe. 
They had not been at School longer than six months, and had had no 
instruction previous to entering. The School was opened by the cliild- 
ren singing a short hymn, accompanied by some simple and not un- 
graceful gestures. The Teacher then read a story from the Bible, ask- 
ing a great many questions as she proceeded, in order to keep up the 
attention and to make sur(i that they understood her. After repeating in 
concert the Lord's Prayer, the Hundredth Psalm, the Seventy-third, and 
the Hundred and Twenty-second, the Teacher asked, "Has any one a 
text V' And one after another repeated a text of Scripture, until every 
one of the sixty children had recited ; and no text was given twice. A 
series of physical exercises was then performed by the children, after 
which the Teacher went to the black-board and printed rapidly a' num- 
ber of the letters of the alphabet in Roman capitals. They seemed to 
me to be very good letters, considering the rapidity with which they 
were made, but they did not satisfy the critical eyes of the children 
One objected that the legs of the A were unequal ; another that the 
lower curve of the B was too large ; a third that the vertical line of the 
D was a little curved; and so on, criticising minutely the form and pro- 
portions of every letter. After these exercises, the class separated into 
sections, each under the charge of a student-teacher from the Training 



12 

School, for lessons in spelling, reading and arithmetic. Intelligent 
teachers and parents can easily judge of the merits of a system which 
can produce such results in so short a time. 

The Training School is intended to prepare Teachers for conducting 
the exercises of the "Oswego System," and is admirably fitted to accom- 
plish this result. It is divided into two sections, whose time is divided 
equally between learning and teaching. One section "recites" in the 
morning, and teaches in the practice school in the afternoon. The 
other section teaches in the morning, and recites in the afternoon. They 
are not permitted to give any lesson to the children until they have 
recited the same -lesson themselves, and have written out a careful 
analysis of it. 

The success of the system has been so marked that it is now about to 
be carried out on a more extensive scale. The City authorities have 
purchased a house and lot in the most improving section of the City ; 
and are now making additions and alterations to prepare it for the 
accommodation of the largest Normal School in the United States. When 
finished, it will be handed over to the State as a gift; and the State 
undertakes to appropriate Jl 5,000 a year to its support. The build- 
ing will accommodate about a thousand scholars ; three hundred in the 
Normal Department proper, and seven hundred in the Model and 
Practice Schools. 
***** *** ** ** 

All of which is respectfully submitted, 

M. A. NEWELL. 

m.—SCHOOL HOUSES. 

No provision is made by law for erecting and furnishing School 
Houses, If done at all, it must be either by special appropriation of 
funds by the Board of Commissioners, or by the voluntary subscriptions 
of citizens interested in the School. The entire School money being 
needed to pay Teachers' salaries and incidental expenses, it is unreason- 
able to expect any improvement in our School accommodations unless 
there be some local tax. or our people are aroused to the importance of 
erecting comfortable houses. From every County we hear the same 
complaint — badly built houses, no furniture, no apparatus for' instruc- 
tion. 

Something must be done, and speedily, to remedy the difficulty which 
now stands in the way of successful effort. A plan of district taxation 
must be provided, that suitable edifices may be erected with the least 
practicable delay. It concerns not only the efficiency of instruction, but 
the physical condition of the children. In many Schools the injury to 
the health of the young, by imperfect ventilation and uncomfortable seats, 
more than balances the benefit derived from what is taught as book learn- 
ing. After visiting many portions of the State, and gathering informa- 
tion by conference and personal observation, T made the following state- 
ment of the condition of our "Temples of Science " 

{Extract from Preface to By-Laws.^ "Our School Houses, with 
few exceptions, are inconveniently located; badly built, out of repair. 



13 

We have not two hundred suitable School Houses in the State. The 
furniture is of the rudest kind. No maps or black-boards have been 
provided . 

" In these badly built, rudely furnished, and inconveniently located 
houses. Teachers are placed to instruct from twenty to fifty children, 
with none of the comforts or conveniences of a decent School. 

" We need not be surprised at the result. The public money has 
been spent and no good accomplished. 

"My advice most emphatically is, to give all possible attention to 
this subject and secure all attainable means for building the Teachers' 
work-shop — provide the requisite working tools — put every thing in good 
order for successful work, and then with competent workmen, under 
vigilant supervision, begin the work. 

" Enlist mothers and sisters in the good cause. If men will not pay 
taxes, then by contributions, fairs, pic nics and similar plans, let 
funds be raised, and neat School Houses built all over the State, which 
will be the pride of each neighborhood, and attract the attention of 
strangers to the zeal of the people in Educational progress, and the 
determination of parents to give their children reasonable personal com- 
forts while they are acquiring useful knowledge," 
• As relevant to this subject, T venture to appropiiate an editorial from 
the Baltimore un, which, since the uniform system of Pu' lie Instruc- 
tion was announced, has been earnest in advocating General Educa- 
tion on the most liberal basis. 

After speaking of the importance of convenient buildin.2:s to the com- 
fort and health of children, the Editor continues: 

"But there is somethino; more than t'hese to be effected - the tastes and 
habits of the children are to be formed, their ideas of the beautiful, 
their whole moral nature are to be influenced in the school room — and 
all these are colored by external objects. If the boy looks for years 
upon ill-shaped apartments and gloomy walls, upon the externals and 
the interior of a school room from which harmony of proportion, bright- 
ness of coloring and variety of outline have been banished, his character 
will proportionately become impervious to the amenities which the con- 
stant presence of the beautiful imparts to all, even those apparently 
insensible to its efi'ects When the boy grows up, the desire of having 
a pleasant, cheerful home, surrounded by flowers, where the sunlight 
kisses the -gay petals, and the birds carol their sweetest songs, will not 
move his efforts if he has been habituated at school to satisfy his ideas 
of comfort in the dreariness of a neglected, forlorn apartment. We 
would have the walls of the interior, not bare as they now are, but 
cheerful with maps, engravings and drawings ; even the bright land- 
scapes which the paper-hanger can, for a few dollars, put upon the 
walls, all afford food for thought, subjects of study, means of moral and 
mental improvement to be taken in through the silent urchins' restless 
eyes, and to be impressed upon their quick beating hearts Flowers, 
and trees, too, ought to be properly distributed about the huildintrs, 
with a view to shade a,nd ornament. How much will they effect towards 
the softening and refining of the taste ; besides, under the judicious 
direction of teachers, affording means of innocent and healthful recrea- 



14 

tion to the children, in their care and cultivation. Men do not think 
of these things as they ought; but as a part of our improvement in 
education, we expect women to be extensively employed in our primary 
schools. The instincts of women take hold of and appreciate such 
influences more readily than the colder impulses of the other sex. 
Their humanizing sympathies, if allowed development, will eagerly 
avail of all those accessories we have mentioned, to aid them in training 
the hearts and minds of the pupils. Is any one so obtuse as not to 
recognize the fact that the teacher who places a rose or any other flower 
on her desk every day, exercises a silent power for the development of 
the good and the beautiful, which other teachers do not possess. Allow 
our teachers, in the arrangement of their schools, to avail of all the 
accessories we have hinted at, and the next generation will witness a 
refinement of taste and manners, an improvement in morals, an eleva- 
tion of thought and feeling in the every day life of society, the absence 
of which in the American character is so painfully noticeable to 
strangers." 

Thanks to the Editor for these genial sentiments. I am sure he 
must or will be a happy father in a pleasant home. 

The reports from the Counties set forth most emphatically the ne- 
cessity of action on this subject They reveal a condition of things' 
unreasonable and even disgraceful. We express the earnest desire of 
every friend* of education, and every person who regards the physical 
and moral welfare of children that the Legislature will not omit, at its 
special session, to devise plans by which funds can be secured for 
erecting school houses. They cannot err if they adopt verbatim tiie 
bill which will be presented by the Convention of School Commissioners. 
This body comes direct from the people — is well informed as to their 
wants, and represents most strictly the enlightened popular sentiment 
upon all subjects connected with education. 

It will be wise legislation to make it a penal ofi^ence to crowd School 
rooms, thus depriving children of pure air for their lungs Why should 
the National Congress pass an Act to prevent emigrant ships from being 
crowded, and we permit 60 children to be kept in a room 2U feet square, 
with a low ceiling ? Ascertain the number of cubic feet of air required for 
healthful respiration of each child, and thus fix the number of pupils 
which may be safely admitted to a School room. Teaciiers, as well as 
parents, will hail with joy such an act of the General Assembly. 

IV. —SCHOOL REVENUES — NEW ASSESSMENT —STATE 

CENSUS. 

The reports of the Presidents of County Boards convey the unani- 
mous opinion that the revenue derived from the State tax of 15 cents 
per hundred dollars, will support the Schools no longer than six months 
each year. 

During the current School year, sessions will be prolonged only in those 
Counties in which a local tax has been levied. If this local tax be not 
renewed by popular vote, then the working power of the Schools under 
the new system will, in many Counties, be no stronger than under the old 



15 

local law, which in addition to the County tax, permitted tuition fees 
to be collected from the papils. The revenue from this source was 
larger. In Baltimore County 1 13,000 was paid by the pupils, being 
equal to an additional tax of 6J cents. In Cecil, the same per centum; 
in Washington County 5 cents, and in Harford County 7 cents per 
hundred dollars. These rates, added to the local tax, gave Cecil what 
was equivalent to 26 cents, Harford 19 cents, Baltimore 18J- cents, and 
Washington 17 cents. When the local tax is withdrawn, the rate bill 
having been repealed, the Schools will receive a smaller revenue than 
under the local law. ■ We look, therefore, with great anxiety to the ac- 
tion of the Counties in this particular, for upon that action will depend 
the su(?cess of the noble effort we are making to establish Free Public 
Schools. 

The whole amount of School money apportioned to the Counties is 
$300,763.14, which, divided among the 1300 ;Schools now in opera- 
tion, gives the average of $230.88 "for each School, or less than $200 
for the Teacher's salary, after deducting the necessary amount for inci- 
dental expenses. 

Each parent can, from these figures, calculate how long Schools 
will be open to the children if there be- no additional revenue from 
local tax. 

To meet this emergency, I recommend the repeal of Section 9, Chap- 
ter I, entitled "Sources of Income," (page 340 of laws of 1865,) retain- 
ing all existing taxes by local law until the people ask their repeal; 
instead of repealing them, that they may be re-enacted by popular vote. 
Or, as an alternative, repeal all local laws relative to levying taxes for 
School purposes, raise the direct State School tax to 20 cents on the 
hundred dollars, and order a new assessment of the property of the State. 
This will yield ample revenue for the support of the Schools at least 
^ nine months in the year and make the sessions uniform over the whole 
^ State. 

Such action by the General Assembly, and a law by which district 
taxation can be ordered by the voters for erecting School Houses, will 
mpet the difficulties which now not merely threaten but are certain to 
i/fipede progress. 

V The argument against increasing the direct tax, to be divided ac- 
cording to population without reference to color, is that it will give 
Counties containing a large population of colored children an amount of 
money beyond their present need. This objection, however, can be 
honestly removed by providing Schools for the colored children, as the 
Constitution designed. 

Of grave importance, as connected with the distribution of School 
money, is some method of ascertaining the population of the City of 
Baltimore and of the several Counties. Knowing that since the United 
States Census of i860, there had been great relative change in the pop- 
ulation of different sectiojis of the State, and especially in Baltimore 
City, I asked advice of the Attorney G-eneral, who instructed me that 
the United States Census of 1860 must be my guide, as the only official 
exhibit of our population aad the basis of the apportionment of School 
money, "^j this course I am satisfied that the City of Baltimore loses 



16 

many thousand dollars a result nhich ought, if possible, to be pre- 
vented. The City already contributes, and will under the Constitu- 
tional provision continue to contribute, most munificently towards the 
.. School Fund of Counties where the ratio of population is in excess of 
wealth. Justice can be dono only by toe Greneral Assembly ordering a 
State Census to be made, and declaring it to be the basis of distribution 
until the United States Census of 1870 is published. The census could 
be made at very small cost by the officers who are employed for the new 
assessment. 

With a revised assessment of property, an increase of the State 
School tax to 20 cents, or the continuance of local laws until repealed 
by popular vote, and a State Census which will furnish a just basis of 
distribution of the School Fund, the sources of income will be ample, 
and each section receive the proportion of money to which it is justly 
entitled. 

v.— THE SCHOOLS AND SCHOOL AUTHORITIES OF 
BALTIMORE CITY. 

The relation of the State Board of Education to the Schools of Balti- 
more, and the duties of the State Superintendent therewith, have been 
the subject of much concern and discussion both to the Council and 
School Commissioners of the City. While the intent of the law was 
evident to the minds of the State Board, and they had no doubt as to 
the meaning of the 8th Article of the Constitution and the Act of Assem- 
bly of March, 1865, they preferred not to enter into a controversy with 
the municipal authorities or enforce compliance to the requirements of 
the law, thinking that upon mature reflection wis(^ counsels would pre- 
vail and the Schools of the City take a permanent position as part of the 
"Uniform System of Free Public Schools provided for each County in 
the State and for every City now incorporated, or which may hereafter 
be incorporated." The sober second thought, however, has not yet 
come and the subject is now referred to the lieneral Assembly for such 
action as in their judgment may seem best The State Superintendent 
has also carefully avoided all discussion, although at times his own name 
has been most discourteously introduced into the Council and School 
Board debates. 

If it be the intention of the G-eneral Assembly to separate the Schools 
of Baltimore City from all connexion with the Uniform System of Pub- 
lic Instruction, and to relieve the State Superintendent from all respon- 
sibility concerning them, that intention ought to be clearly stated. If, 
on the contrary, it is determined to have one system of Schools for the 
whole State; let that decision be made so plain, that all caviling will 
cease. 

The General Assembly which enacted the Law is most competent to 
declare its meaning. As far as I can ascertain by conference with in- 
telligent citizens, some of whom have in previous years been School 
Commissioners, a decisive declaration is desired. 

At present the Schools of Baltimore City are conducted in direct 
opposition to the Act of Assembly. The uniform senes of Text Books 



17 

is not used — teachers are not examined according to requirements of the 
law~a tuition fee of ^1 is exacted—and in every particular the School Sys- 
tem is as disconnected from the State Board of Education, as if Baltimore 
were in Virginia. The action of the late City Council has been equally de- 
monstrative. A resolution offered by the Chairman of Committee on Edu- 
cation, was passed with only one dissenting voice, to effect: "That the 
Board of Commissioners of Public Schools, be and they are hereby 
directed not to make or allow any change to be made in the Public 
School System in the City/' The effect of this resolution would have 
been to fossilize the School System of Baltimore, with all its provisions, 
good, bad- or indifferent; putting a dead lock on the wheels of progress. 
But the Second Branch refused to concur and thus checked the process of 
fossilization by adopting the following substitute: "Resolved, That a 
Joint Special Committee, consisting of three members of each Branch, 
be appointed to inquire as to the difficulties existing between the State 
Board of Education and the Board of Public School Commissioners of 
the City of Baltimore, and report as early as possible." 

This reasonable plan of adjustment was allowed by the First Branch 
to lay upon the table. The opinion of the City Counsellor and City 
Solicitor was invoked. Of the legal points raised, it does not become 
me to speak, but it is worthy of remark that while it is thought that 
the framers of the Constitution intended to recognize for Baltimore 
a separate and distinct School System as organized and existing prior 
to the adoption of the law, and therefore not to come within the purview 
of the new system of Public Schools; yet the opinion proceeds to show 
wherein the law does affect the City Schools and invests the State 
Board of Education and even the State Superintendent with certain 
powers, and imposes upon them duties connected therewith, thus 
placing the Baltimore Schools, at the same time, both in and out of the 
law. 

The Baltimore School Board it was argued is relieved from obedience 
to the law requiring the use of a uniform series of Text Books, because 
the City Schools were organized antecedent to the Act of Assembly of 
March, 1865; overlooking another section of the law which says 'the 
uniform series of Text Books shall be used in every Public School and 
High School established or aided under this Act." The Baltimore 
Schools are certainly aided, receiving their proportion of the State Free 
School Fund, and of the 15 cent direct State tax as appropriated by 
the Superintendent. 

These questions need not be discussed in detail. The members of 
the Committee on Education will remember the response given to the 
delegation from Baltimore City asking to be relieved from the operation 
of the General Law. The Senate will remember the unanimous refusal 
to en'tertain a similar proposition presented in a letter from the President 
of the Baltimore School Board. The House of Delegates will remember 
the signal defeat of the effort of one of their number to amend every 
section of the school law so as to exclude Baltimore City. Under 
these circumstances it is astonishing that any doubt exists as to the 
intent of the act, or that there should be any effort to attach to words 
other than their natural meaning. The Constitution requires the Geu- 
8 



18 

eral Assembly to provide a Uniform System of Free Public Schools for 
the State of Maryland, and the General Assembly enacted that there 
shall be such a system "in each County and every City now incorpo- 
rated or which hereafter may be incorporated." 

In this view of the binding force of the law, and its applicability to 
the Schools of the City of Baltimore, the State Board of Education 
unanimously concur. 

But, far more important to the State and to the citizens of Baltimore, 
than a narrative of these unamiable doings and the refusal of the School 
Commissioners to extend the right hand of fellowship to the Sfcate Board 
of Education, is the condition of the School System of the City as it 
is now administered. This concerns the welfare of the children whom it 
is designed to serve, and the tax paying citizens who provided during 
the year 1865 over ^350,000 for the support of public instruction, 
adding to the direct tax of 15 cents a municipal tax of 18 cents, making 
a total of 33 cents in the hundred dollars for scliool purposes. With 
such munificent resources we ought to have better school houses, with 
comfortable furniture, more liberal salaries to teachers, and at least such 
ordinary apparatus of education as may be found in every Primary and 
Grammar School of other cities According to my judgment, Baltimore, 
strictly speaking, has no well defined Educational System, she has a 
congregation of schools regulated in external matters by a system of by- 
laws, many highly competent and zealous teachers, but no Educational 
System. There is no central educational authority; no provision for 
active supervision beyond that which a Commissioner without a recom- 
pense, voluntarily bestows; in fact nothing that is uniform, unless it be 
the uniform rejection of the Spelling Book and the consequent absence 
of all uniformity of pronunciation. 

The opinion expressed in my first report has been strengthened by 
closer observation, increased experience, and consultation with many 
citizens whose views are entitled to the highest respect. I do not hesitate 
to advise that the term of office of the Baltimore School Commissioners 
be extended to four years, and that they be appointed by the *State 
Board of Education. I also advise the appointment of a City Superin 
tendent of Schools, selecting for this responsible office a gentleman of 
large educational experience, a practical teacher, well acquainted with 
prevailing modes of instruction, and accustomed to the use of educational 
apparatus. A man who will devote his whole time to the work, inspire 
the teachers with confidence in his ability and with enthusiasm for their 
duties. This office should be separate from the management of finances, 
procuring school supplies, and other duties which appertain to the posi- 
tion of treasurer and actuary. 

The Commissioners should be gentlemen of liberal education and 
sufficient leisure to give time and attention to the duties of super- 
Tision and conference. They ought to be selected without reference 
to partizan politics, and not be subjected to the perturbations of popu- 
lar elections. Chosen for their interest in Public Instruction, zeal- 
ous in the cause of Universal Education, competent to discharge their 
duties, they should be retained while their, interest^ zeal and compe- 
tency lasts. One of the grave objections to the present system of 
appointment is, that every year the whole Board may be changed. 



19 

This uncertainty of tenure causes Commissioners to take but little 
interest in their work and frequently leads to their resignation, be- 
fore they have served many months. Of the School Board, of 20 
members appointed February, 1865, one-fourth had resigned before 
December 31st. 

These suggestions are made because of the prevalent opinion that 
reform is needed — because I wish to see the Public Schools of Bal- 
timore progress, not stand still — because I am sure the citizens who 
have investigated the subject feel the necessity of change — because 
some of the Commissioners and many of the prominent Teachers are 
convinced that the time has come for a revival, which will infuse 
new life into the System, and by extending all possible facilities and 
encouragement^ Teachers, enable them to do what they are eminently 
qualified to accomplish, make the Schools of Baltimore equal to the 
wants of the citizens, and inferior to none in any Metropolis. 

VI— THE MARYLAND AGRICULTURAL COLLEGE. 

By the Act of Assembly which made this Institution the recipient of 
the income from the sale of Public Lands donated by the National 
Congress for the encouragement of Art, Science and Literature, I 
became, ex-officio, a member of the Board of Trustees. 

Having felt a deep personal interest in this College from the day its 
plan was announced, and convinced of the importance of sustaining 
every agency for imparting Higher Education, I determined to become 
thoroughly acquainted with its condition. The necessity of such investi- 
gation was evident. Prejudice against the College was growing strong. 
Influential members of the General Assembly had proposed the with- 
drawal of the State donation. Rumors, with much apparent reason, 
were afloat^ concerning the mismanagement of the Farm and finances, 
and the failure of the Faculty to comply with the requisitions of the 
Charter relative to certain agricultural experiments and reports. The 
prevailing opinion was that the Institution had been a failure, and the 
best way of dealing with it was to leave it alone ; to let it stand or fall 
according to its own ability ; which was practically saying that the 
attempt to establish a Scientific Institution under the fostering aid of 
the State should be abandoned 

Sincerely desirous to prevent this result, and to continue this Institu- 
tion, that through it the United States donation of Lands might be availa- 
ble at the least possible cost to the Treasury of the State; I sought in- 
formation concerning its past history, present condition and future pros- 
pects. For this purpose every facility was granted by the Faculty, 
the Trustees and the Register. 

I was made a member of the Executive Committee, and by my invi- 
tation visited the College for conference with the Faculty and the Register. 
I attended meetings of the Trustees once at the College, and once in 
Baltimore From these and other opportunities I am able to state, accu- 
rately, the past working and present financial and educational status of 
the Institution, and will frankly express the opinion I have formed and 
the plans which 1 advise for realizing the intention of the subscribers 



20 

to the fund by which the farm was purchased and the buildings erected ; 
and also for making available the National Endowment. This subject 
is eminently worthy of careful consideration. If wisely disposed of, it 
will save the State from the old experience of failure, so discouraging 
to the friends of education, and give us a College liberally endowed and 
providing that practical and scientific culture which is earnestly sought 
by the majority of our young men. 

The College, unless aided by the State, will sink under its burden of 
debt. The State, unless co-operating with the College, cannot retain the 
United States donation of lands without an expenditure of at least 
75,000 dollars. >^ome plan of co-partnership is therefore to the interest 
of both parties, if in a question of this nature, we can imagine any divi- 
sion or difference of interest to exist. ^ 

The difficulties that now threaten disaster, are entirely of a financial 
character. The debt of the College is nearly $40,00U, part of it a 
floating debt, which embarrasses the Faculty and subjects them to morti- 
fication and annoyance, and is a positive disgrace to the Trustees and to 
the State. The chief cause of dissatisfaction, and the potent argument 
for withdrawing the State donation, has been this debt. The general 
opinion is that it results from bad management, and it is very justly 
argued that if with the State bonus of $6,000 annually, the College is 
not self-sustaining, there must be very inefficient or corrupt administra- 
tion. I so thought, until by investigation, the origin of this debt was 
ascertained. The simple fact is that the College started in 1858 with a 
debt, and has never been able to do more than meet its current expenses 
and pay the interest on its indebtedness. 

The original cost of the Farm, Buildings, Furniture, Stock, and im- 
provement of the Campus and Garden was $98,554. The entire 
amount of money collected from subscribers to stock was $43,472, 
making with two years State donation thp total receipts $55,472, thus 
leaving an original debt of $43,000. The present debt after the sale of a 
portion of the Farm (leaving 300 acres to the Trustees) is $40,000 

The estimated value of the Farm, as improved, the building and furni- 
ture, is over $100,000, Thus the Institution has not accumulated a 
debt. It has, on the contrary, kept the debt from increasing, and that 
during the four years of war, when every educational interest felt the de- 
pressing influence of the times, and many Colleges closed their doors If 
the College be required to pay the interest on its debt, and create a sinking 
fund for its gradual liquidation, no progress can be made in procuring 
educational apparatus or improving the budding and grounds. It will 
remain a Poor College, struggling against debt, and closing its history 
by the Sheriff's advertisement. This is inevitable. I therefore advise 
that the State either furnish the requisite means to make success attain- 
able, or withdraw its annual donation of $6,000, repeal the Bill, entitled, 
"An Act to establish and endow an Agricultural College in the State of 
Maryland," and let the history of the Agricultural College end. But 
if this be done what is the result? Either the United States donation 
of public lands must be restored to the Secretary of the Interior, or the 
Legislature, during the next three years, must appropriate at least 
1,000 to erect and furnish buildings suitable for the Institution which 



21 

this donation is designed to create. The Act of Congress stipulates that 
"any State which may take and claim the benefit of the provisions of 
this act, shall provide within Jive years, at least not less than one Col- 
lege as described in the fourth section of this act, or the grant to such 
State shall cease." 

Under these circumstances I recommend such legislation as will give 
the State an interest in the property, as a member of the Corporation, 
the affairs of the College to be directed by a body of Trustees consisting 
of the State Board of Education, and seven gentlemen selected by the 
Stockholders. The detail of this plan will be presented in the meniitiial 
of the Stockholders, a memorial which has the hearty approval of the 
members of the State Board. 

VIL— SCHOOJ.S FOR COLORED CHILDREN, 

// 

^ By the friends of Universal Education, our system of Public Instruc- 
tion will not be recognized as such, unless it provides for all the children 
in the State. Knowledge is better than ignorance, and virtue is better 
than vice, and therefore it is wise that the opportunity of instruction 
shall be proffered to all whojiave minds to be cultivated or moral sen- 
timents to be developed. If ignorance leads to idleness, and crowds our 
Almshouses with paupers — if vice tends to crime, and fills our Jails and 
Penitentiaries with wretched convicts — then it is good policy to open 
the School House to every child whom ignorance may degrade or vice 
corrupt. It matters not what may be the color of the skin or the land 
of nativity, the shape of the cranium or the height of the cheek bones, 
whether the child be of Indian or African, European or (Asiatic descent; 
his ignorance will be a blight and his vice a curse to the community in 
which he lives. 

^ Whether the pauper be white or black, the tax to support him is 
equally great, and it costs as much to conduct the trial by which an 
Americo- African or a Chinese is convicted of crime, as it would were he 
of the superior race. All the economic arguments, therefore, which are 
advanced for the education of the white child are equally applicable to 
the black. They are even more forcible, because the colored race, 
having been so long degraded by ignorance, need education the more. 
We cannot reconcile it to sound judgment that any portion of our 
thinking population be deprived of instruction; if knowledge be good 
for any, it is good for all. Yet we record the fact, that Maryland, 
while devising a uniform system of what is termed Public Instruction, 
closed the School door against one-fourth of her people, they represent- 
ing one-half of her laboring population. 

We all know that the prosperity of our State and the development of 
her vast resources depend upon the skill and intelligence of the indus- 
trial classes. The labor of Maryland is her wealth. The more perse- 
vering and expert the labor, the greater and more valuable its product. 
The virtue of the laboring class is the strongest incentive to persoverina 
industry, and the only certain assurance that the gains of diligence will 
be well applied and frugally consumed. 



22 

What then must be the result if, through prejudice or because of a 
short-sighted policy, we cramp the minds and thus pervert the morals 
of one-half of our laborers? What, if instead of energizing this mass 
of muscle by an active brain, we withhold the influences of education? 
What, if instead of developing those moral sentiments which counsel tem- 
perance and frugality, we give the low vices a chance to grow in the rank 
soil of ignorance ? Will the State become any richer by such a course ? 
Will it be more desirable as a home ? Will the poor- tax and jail-tax 
be lessened? Will property be more valuable, or shall we be more 
honored because we have kept a portion of our people down? These 
are questions for citizens of Maryland to ponder. They have a very 
significant claim upon our thoughts. They involve our interests and 
even our dignity as a civilized and progressive community of intelligent 
and liberal-minded men. They are directly, intimately connected with 
the education of the colored persons who are among us, who intend to 
remain with us, and whose services we need; the services of every one 
of them, and even of more; for the cry from all sections of the State 
is that labor is scarce, and industrious workmen can find prompt and 
abundant work. 

Other reasons may be urged why Schools ought to be opened for 
colored children. These people for many years have been to us faithful 
servants, they have tilled our fields, and worked in our dwellings, per- 
forming acceptably all those duties which increase the convenience and 
comfort of social life. They have been our hewers of wood and drawers 
of water. Generation after generation has followed our bidding and 
helped to earn for us what we possess. In our homes their kind hearts 
have attracted the love of our children, and the faithful nurse is remem- 
bered with affection and treated even jHfitL respect. Now that they are 
free and provide for themselves; and this by no act of theirs, but by our 
will; our duty is to educate them, to give them knowledge enough to 
know how to provide for themselves. Grant them at least this much of 
the inheritance, that they may be able to take care of themselves and 
their families, and become valuable members of the community. This 
we owe to the colored people. To educate them is our duty as well as 
our interest. 

The Constitutional provision by which the School money is divided 
according to population, without regard to color, I think imposes upon 
us a legal obligation to educate all children, without reference to caste, 
class or condition: and therefore in framing the bill which was presented 
to the General Assembly, I considered it my duty, as under the Consti- 
tution, to provide separate Schools for colored children, just as [ would 
for any other class that I found in the State which could not mingle 
with the white children. 

Money is appropriated and therefore ought to be used for colored 
Schools. According to the Constitution, all the money received from 
the 15 cent State tax is divided by the total number of persons between 
five and twenty years, white and black. Thus, one dollar and sixty- 
eight^cents per year was apportioned to each person, and that sum mul- 
tiplied by the total population between five and twenty years, gave the 
amount received byeach County. Charles County, for instauce, has 



23 

6,466 persons between five and twenty. She, therefore, receives 
$10,883.47. But by act of Legislature she is released from the re- 
sponsibility of educating 4,384 of those persons, they being black, and 
uses the entire School money for the education of 2,082, thus receiving 
$5 for each. |/0n the other hand. Allegany County receives $18,264.24 
for a population of 10,851, nearly all of whom have to be educated; 
there being only 464 colored children in the County, thus receiving 
only $1,94 for each nupil. 

This is an unjust discrimination in favor of certain Counties. It alone 
would furnish sufficient reason for requiring separate Schools to be 
opened for colored children, even were there no arguments upon eco- 
nomic and general grounds. 

*^ If the money is given for a specific purpose, it is the duty of legisla- 
tors to require its faithful application. 

While the State is holding back, an association of citizens, influenced 
by philanthropic motives, is endeavoring to make up our lack of duty. 
Their report shows thirty-four Schools in the different parts of the State, 
maintained by private liberality The plan of operations for 1866, 
embraces 116 Schools, at an expense' of $56,000. If nothing more 
can be done, this Association ought at least be authorized to draw from 
the Treasury the amount paid for each colored child, but I trust the 
General Assembly will put into the law the sections reported by me last 
February, directing that separate Schools shall be established for the 
instruction of youth of African descent, whenever as many as forty claim 
the privileges of Public Instruction; these Schools to be under the 
control of the Board of School Commissioners. 

No person of intelligence pretends to doubt the capacity of colored 
children to acquire knowledge. The experience of the past three years 
settles this point very satisfactorily;, not only in our midst, but even in 
those portions of the South where slavery was more exacting, and 
the negroes were worked in large bodies upon the rice and cotton 
plantations, having very little intercourse with persons of any degree 
of intelligence. Our labor then will not be in vain, and I invoke the 
General Assembly to manifest its wisdom and philanthropy by proffer- 
ing the blessings of education to a class of children long neglected, 
whose parents have rendered faithful service and by whose labor millions 
of dollars have been added to our wealth. 

I leave politicians to discuss the question of suffrage, but this much 
may be asserted, that while it is very doubtful whether the colored man 
is fit to be trusted with the ballot, there can be no doubt that he ought 
to have the Spelling Book. 

VIII.— PROPOSED AMENDMENTS TO THE SCHOOL LAW. 

The amendments proposed, do not change the character of the School 
System?, and with one exception embrace those sections which were 
reported by the Joint Committee on Education, but failed to receive the 
sanction of the Senate when the bill was under debate. They embrace: 

1st. Certain verbal alterations which will remove that obscurity of 
expression which is claimed to furnish some reason for the diff"erence of 



24 

opinion relative to the position and duty of the Baltimore City School 
Commissioners under the law. 

2nd. Authority for payment of per diem to the Lieutenant Governor 
and Speaker of the House when acting as members of the State Board 
of Education. 

3rd. Requiring the reading of some portion of Holy Scripture at the 
opening of School. i 

4th. A plan by which a district tax can be ordered and collected for 
building school-houses 

5th. Vesting the State Board with discretion in appointing professors 
of the Normal School; to select men or women as they may think best 
instead of requiring the faculty to consist of two of each sex. 

6th Establishing separate schools for colored children. 

7th. Power for continuance of local tax until repealed by popular 
vote, or an increase of direct tax to twenty cents. 

TITLE I. 

Chap. 1, Sec 3. Add after the word "County," "appointed by the 
State Board of Education." 

Chap. 2, Sec. 2. Second clause amended so as to read "They shall 
select a uniform series of Text Books for use in all Public Schools and 
High Schools of the State." 

Sec 2, Fourth clause, after appoint insert "The Principal and." 

Sec. 2, Fifth clause, strike out of first line the word "County," and 
after Commissioner in second line insert "Appointed by them." 

Sec. 5. After "Duties," in the third line, insert "And the per diem 
of the Lieutenant Grovernor and Speaker of the House of Delegates when 
acting as members of the State Board of Education." 

Chap. 3, Sec. 7. Third line strike out "Schools established by this 
act," and insert '^Public Schools of the State." 

Chap. 4. After section nine insert the Sec. 11 as in Superintendent's 
Report, page 31, amend second line by striking out "New Testament," 
and insert "Holy Scripture " 

TITLE II. 

Chap. 1. Insert the sections reported by the Joint Committee pro- 
viding a plan by which the voters can decide what, if any, tax shall be 
imposed upon the School District for erecting and furnishing a School- 
House. 

Chap 2. Sec. 6. In Fourth line strike out "District Commissioners," 
and insert "Board of School Commissioners." 

Chap 3. §ec. 2. Fourth line after word "Same," insert "Or may 
purchase." 

Chap 4. Sec. 6. Line 7th strike out "Forfeit," and insert "On con- 
viction before a Justice of the Peace pay." 

Chap. 7. Sec. 1. Third line strike out "County," and insert ''Sec- 
tion of the State." 

Sec. 1. Last line insert "Public" before Schools, and strike out 
•^Organized under this law." 



25 

TITLE III. 

Chap. 4, See. 3. Second line, after "of" strike out **Two male 
and two female Professors," and insert "A Principal and three Pro- 
fessors." 

Sec. 7. Strikeout "Be ex-officio the Principal," insert "Supervise." 
Sec. 8. Second clause, last line, add "Exclusive of the amount paid 
for rent." 

TITLE v.— MISCELLANEOUS. 

Chap. 1. Strike out the whole chapter, and insert sections 1, 2, 3, 
and 6 of the bill as reported by Superintendent. 

SOURCES OF INCOME. 

Strike out section nine. 

Section 10. Add to last line, "Except such articles as refer to the 
levying taxes for School purposes." 

These sections to stand if the State tax is increased from fifteen to 
twenty cents. 

The other alterations are verbal, and designed to correct errors in 
phraseology. 



I cannot close this report to your Excellency without reference to our 
pleasant conferences in the cause of Universal Education. 

Your zeal, intelligence and devotion to the best interests of the State 
appear in the development of The Uniform System of Public Instruc- 
tion. Among many eminent and patriotic acts, none shine with rilore 
lustre than the advocacy of Free Public Schools, open to children of 
every class and condition. 

In your Messages, this subject has been eloquently and wisely pre- 
sented to the General Assembly. You enjoy the privilege of seeing 
your philanthropic sentiments take the form of Constitutional provision, 
and thus, during your Executive, become the fixed policy of the State. 
As the connexion of Schools with the best interests of Maryland become 
manifest, and by liberal appropriation their work is efficiently accom- 
plished, our citizens will gratefully remember that by your counsel the 
great reform commenced. - 

4 



26 

To be permitted to labor in this cause is to me the source of great 
Batisfaction. The toil of thirty years, by which I have gained experience 
as a teacher, will be amply repaid if it enable me to carry to successful 
issue the system which has been inaugurated. 

By all my reading and daily observation, T am deeply impressed with 
the importance of this trust. As the work of the Christian Ministry, 
it is the subject of meditation and prayer. While writing these lines I 
have before me the statistics of the State Penitentiary. The report 
says *'out of 400 inmates only 206 can read and write, and only one is 
well educated." 

Let Economists and Philanthropists consider this, and ask : * * Had 
the privileges of Education been extended to these unfortunates, how 
many might have been saved from degradation and crime ?" 

L. VAN BOKKELEN, 
State Superintendent of Public Instruction. 



27 



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TEXT BOOKS. 

Adopted hy the State Board of Education for the use of the Public Schools and High 

Schools of Maryland. 

FOR PRIMARY AND GRAMMAR SCHOOLS. ^ 

Sargent's Standard Speller, Cornell's Primary Geography, 

Sargent's Pronouncing Spelling Book, Cornell's Grammar School Geography, 
Lynd's Etymology, Goodrich's Child's History of the U. S. 

Webster's School Dictionary, " Goodrich's Pictoral History of the U. S. 

Willson's Primer, Phelps' Philosophy for Beginners, 

Willson's Readers, Nos. 1, 2, 3, 4, Phelps' Chemistry for Beginners, 

Sargent's Reader, No. 4, Phelps' Botany for Beginners, 

Willson's School and Family Charts, Northend's Little Orator, 
Quackenbos' 1st Book inEng. Grammar, Northend's Entertaining Dialogues, 
Quackenbos' English Grammar, Sargent's Standard Intermediate Speaker, 

Davies' Primary Arithmetic, Pay son, Dunton&Scribner's Penmanship, 

Davies^ Intellectual Arithmetic, Payson, Dunton & Scribner's Book-Keep- 

Davies' Elements of Written Arithmetic, ing, Double and Single Entry, 
Davies' Praciical Aritmetic, Bond's Copy Books, Nos. 1 and 2, 

Davies' Elementary Algebra, Bond's Copy Slips, 

Walton's Arithmetical Cards and Key, School Boys' Infantry Tactics, 
Cornell's First Steps in Geography, Wells' Science of Common Things. 

FOR HIGH SCHOOLS. 

In addition to those Text Books of the Grammar School List, which may be used 

for High School Classes 

Webster's High School Dictionary, Smith's Student's History of Greece. 

Scholar's Companion, Liddell's Student's History of Rome, 

Willson's Reader, No. 5, Worcester's Elements of Universal History 

Sargent's Reader, Part II. No. 5, Wells' Natural Philosophy, 

Quackenbos' First Lessons in English Wells' Elements of Chemistry, 

Composition, > Wells' Elements of Geology, 

Quackenbos' Composition and Rhetoric, Lincoln's Botany, 
Davies' University Arithmetic, Brockelsby's Elements of Astronomy, 

Davies' University Algebra, Emerson's Manual of Agriculture, 

Davies' Elements of Geometry and Trigo- Hart's Constitution of the United States,. 

nometry, Philbrick's Union Speaker, 

Davies' Legendre's Geometry, Spalding's History of English Literature, 

Davies' Surveying and Navigation, Northend's Dictation Exercises, 

Davies' Differential & Integral Calculus, *'Wayland's Moral Science, 
Cornell's High School Geography and *Wayland's Political Economy, 

Atlas, -j'Wayland's Intellectual Science, 

Warren's Physical Geography, Boyd's Milton's Paradise Lost, 

Burritt's Geography of the Heavens and Boyd's Cowper's Task, 

Atlas, Boyd's Thompson's Seasons. 

*The Abridged Bditions of Professor Wayland's Works may be used, if desired. 

CLASSICAL SERIES. 

Brooks' Firs. Latin Lessons, Brooks' First Greek Lessons, 

Brooks' Historia Sacra, Brooks' Collectanea Evangelica, 

Brooks' Viri lUustres Americse, Bullion's Greek Lessons, 

Brooks' Caesar's Commentaries, Bullion's Greek Grammar, 

Brooks' Ovid, Bullion's Greek Reader, 

Harkness' Latin Grammar, Johnson's Herodotus, 

Hanson's Book of Latin Prose, Ovs^en's Homer's Iliad, 

Hanson's Book of Latin Poetry, Arnold's Greek Prose Composition, 

Arnold's Latin Prose Composition, Cleveland's Grecian Antiquities, 

Dillaway's Roman Antiquities, Tooke's Pantheon of Heathen Gods. 

No Latin or Greek Lexicon has been adopted, because the Text Books are pro- 
vided vrith ample Vocabularies. Students wishing larger Lexicons may use such 
Editions as they have at home, or purchflse eueh as the High School ProfeEsor 
recommends. 



APPENDIX. 



APPENDIX. 



The following letter was addressed to Presidents of the School 
Boards of the State of Maryland, by th*- State Superintendent, 
Dec. 1, 1865. The replies, or extracts from them, are here pre- 
sented : — 

Dear Sir : ' ■ 

I wish to incorporate, in my Report to the Governor, so 
much statistical information as may be practicable, concerning the 
Schools organized under our new system. Although the Law does 
not require from you a detailed report until the close of the cur- 
rent School year, June 30th, 1866, it is important that some 
exhibit be made of the condition of public instruction in vour 
County, and the opinions entertained by the citizens upon the sub- 
ject of general education. I therefore ask for such facts as you 
may be able to communicate, and suggest the following topics : 

1. The condition of the Schools under the old local law; the 
School-Houses, Teachers and mode of supervising. 

2. ^y what funds supported, and what degree of efficiency the 
Schools attained. 

3. Your opinion of the general intelligence of the people of the 
County, and whether there are many who cannot read and write. 

4. Whether there is evidence of zeal in sustaining Public Schools, 
and a willingness to erect and furnish School-Houses. 

5. The action of your Board relative to Teachers' salaries — the 
rule adopted for the distribution of Text- Books — the number of 
boys and girls who attended School during the Term ending Nov. 
15, 1865 — the aggregate amount paid for salaries, and the amount 
paid for incidental expenses. 

6. How long will you be able to continue the Schools with the 
present income 1 

7. Your opinion of the School Law. Is it a good working sys 
tem and adapted to your wants? What additions, alterations, or 
amendments would you advise? 

Your views on these and any other points are solicited, that I 
may make my report of practical value. 

I am the more desirous to have 3'our suggestions because the 
General Assembly will meet in special session January, 1866, when, 



32 

if n<?eded, we can perhaps secure such legislation as will entirely 
adapt our School Law to the important work which it is designed 
to accomplish. 

While traveling through your County, you have had a full oppor- 
tunity to converse with the citizens and to make personal inves^ga- 
tions, as well as to examine School-Houses, School Furniture and 
iSchool Teachers. Let me have the result of your observations, 
which, added to such information as I have gathered, will give us 
a fair exhibit of what has been done, what we are doing, and what 
we expect to do. 

Respectfully yours, 

* L. VAN BOKKELEN. 



ALLEGANY COUNTY. 

In reply to your communication, asking information upon certain 
topics suggested, I have the honor to report : 

Topic 1st. "The condition of Public Schools under the old local 
law — the School-Houses, Teachers, and mode of supervising." 

Answer. The old law, all will concede, was extremely defective. 
In many respects, especially toward the close of its existence, it was 
worse than none at all, for these reasons among others. There 
was no supervision. Supervision was supposed to be exercised 
by local directors. The directors were often illiterate men, who 
pnid little attention fo the Schools. The School-Houses were very 
inferior. Little money was spent upon them. They were poorly 
built, poorly furnished — in short, scarcely School-Houses at all. 
Teachers were placed in Schools who were themselves often very 
ignorant. Reading, writing and arithmetic being the branches 
mostly taught, and these very imperfectly, it degenerated at last 
into a system of very bad habits for the children It wanted, in 
itself, the elements and agencies of vitality. 

Topic 2d. " 'y what funds supported, and what degree of effi- 
ciency the Schools attained ?" 

Answer. They were supported by the State and County Tax, 
and by tuition charges of $1 per term for each Scholar. Their 
efficiency, or want of efficiency, is covered in answer to topic 1st. 
Of real efficiency there was none. 

Topic 3d. "Your opinion of the general intelligence of the peo- 
ple of the County, and how many can read and write ?" 

Answer. The general intelligence of the people of the County is 
at an extremely low ebb. A large proportion can neither read nor 
write, and make no such pretensions. Many imagine they can 
read and write, when they can certainly not do either ; and of those 
who can read and write, no great number can do much more. Of 



33 

course, in such an intellectual condition, there can be no lack of 
opinions upon any subject, and no diffidence in expressing such 
opinions ; but no concert of action can be expected in any matter, 
especially in that of inaugurating a wise system of public instruc- 
tion. 

Topic 4th. "Is there evidence of zeal in sustaining Public 
Schools, and a willingness to erect and furnish School-Houses?" 

Answer. No. As a general thing lh.e people are willing to send- 
to Puhlic Schools, but the people are not willing to build, repair, 
furnish, or in any other way aid the Public School cause. They 
expect a perfect School system without any exertion on their part, 
and expect perfection at once. They think because they pay a small 
tax, that tax should furnish houses, teachers, furniture, and even 
hooks. *** 

Topic 5th. '* The action of your Board relative to Teachers' 
salaries ? What rule adopted for distribution of Text-Books ? 
Number of boys and girls -attending School during Term ending 
Nov. I5th, 1865 1 Aggregate salary and aggregate expenses 1 
How long can you continue the Schools with present income ?" 

Answer. 1st. We pay from $35 to S50 per month, to men and 
women teachers alike, according to size of the School. For all up to 
or under thirty Scholars, S35 per month — from thirty Scholars to 
sixty, from $35 to $50 per month. 2d. Text-Books are invariably sold 
for cash, except when parents are too poor to buy, and then the 
books are given. 3d. Number of boys about 2,000 — number of 
girls about 2,000 ; attending School Term ending Nov. 15th, 4,000. 
(There are more children in this Term.) 4th. The aggregate salary 
is about $4,500 ; but the Term was fractional, and the aggregate 
incidental expense is $250. 5th. We shall perhaps be able to keep 
our Schools going six months. 

Topic 6 th. '* Your opinion of the School Law? Is it a good 
working system, and adapted to your wants? What additions, 
alterations or amendments would you advise ?" 

Answer. The law, in its main features, is good — requiring only 
here and there a slight modification to adapt it more completely to 
particular sections. From present experience, I am prepared to 
pronounce definitely only upon one or two items of amendment. 
1st. Children should be compelled to go to School. It should be 
the duty of every Commissioner to see that every child in his dis- 
trict goes to some School — if not to a private, then to a Public 
School — and for every delinquency a heavy fine should he imposed. 
If this be not done, the law will, to many, be a dead letter, and the 
object of the State, in making the law, will be in great measure 
evaded. The children who do not go to any School, are just the 
children that will develop into men and women of whom the Stat^ 
needs, at any cost, to be rid. All children should be compelled to 
go to School at least six months in the year. Many send to School 
only a few weeks in winter, and the result is that many children, 
though nominall}' going to School many years, grow up and remain 
in absolute ignorance. 2d. The County Director, or President of the 
5 



34 

Boad, should not, in this County at least, have a district in charg-e. 
The general work itself is, at present, more than one man can well 
do, for each School should be visited often. From the peculiar 
topography of the County, it would pay, after one visitation in each 
year by the President, to place the upper section in the hands of an 
assistant. The Schools in that section, or in any other, cannot be 
deferred till summer, for the children go to School in winter and 
work on the farm in summer. 3d. At present Commissioner Dis- 
tricts are too large, or compensation for the labor required is top 
small. It is true we have now too many Schools, but even when 
the number is properly-reduced, the districts will still be too large. 
Men witli any business on their hands, cannot afford to leave it for 
$3 per day, and men with no business are not sufficiently plenty to 
attend to the School business, or even if they were plenty, such 
men have generally no business because they are not fit for any. 
In this report [ speak of the people generally, i. e. as a mass. 
There are many happy individual exceptions to the genera! condi- 
tion. I would, however, impress the thought, if possible, that in 
our present condition it is almost of no use whatever, in the absence 
of School-Houses, to undertake anything. Though this report and 
the printed form hereto attached, speaks of ** School-Houses," it is 
in every case in an accommodated sense. We have, literally, not 
one School- House in the County. There are, perhaps, half a dozen 
approximations, but the closest approximation is here, in Mt. Savage, 
and it is so small it will not accommodate one-fifth of the children. 
JVe have no School-Houses, and in their absence many of our best 
exertions come very near absolute failures. We cannot introduce 
good furniture into such houses, for it would soon be ruined. I 
would earnestly recommend that a tax sufficient be levied for build- 
ing School-Houses; or, if this cannot be done, that the Board be 
empowered to borrow money sufficient; or, if this cannot be done, 
then that our Schools be closed for two or three years, and the 
money be spent in building School- Houses. 

Respectfully, 

O. PERINCHIEF, 
Prest. Board, Allegany County. 



ANNE ARUNDEL COUNTY. 

In accordance with your request, I herewith submit the follow- 
ing report of the workings of the Public School System in Anne 
.Arundel County, Maryland. 

The condition of the Schools generally, under the old system, was 
by no means encouraging. The Trustees whose duty it was to 
procure and appoint Teachers, were often selected without refer- 
ence to their qualifications for the office, and without regard to the 
interest they might feel in the success of Public Schools. The 



35 

natural result was, that Teachers were sometimes appointed to 
instruct the young, who were not competent to teach even the 
ordinary branches of an English education. Not receiving any 
compensation for their services, these Trustees could not be ex- 
Dected to neeflect their own business in order to serve the comma- 
nity in which they lived, and hence few, if any, ever visited the 
Schools to ascertain how they were conducted or to examine the 
children. Teachers might therefore neglect their duties or perform 
them imperfectly, as there was no one to oversee them or call them 
to account. Having no examinations of the pupils, and no kind 
of exercises fitted to stimulate the children in their efforts to 
acquire knowledge, or the Teacher in his endeavors to impart 
instruction, there was consequently but little life, progress or 
interest visible. •* 

While this was the general aspect of our Schools, there were 
also honorable exceptions, where the Trustees were both qualified 
and faithfully performed their duties. The same can be affirmed 
respecting the Teachers, for some of our most efficient ones at present, 
also taught under the old system. All these greatly prefer the 
new system; they regard the visits of the Commissioners, and of 
the President oi the Board as eminently conducive to the prosperity 
of their Schools. The children look forward with great interest 
to these occasions. As we always examine a number of classes 
without previous notice to those who are to be examined, the whole 
School is beneficially affected by these visitations and the exercises 
connected therewith. These visits also afford opportunities to 
teachers to exhibit their methods of instruction, and they are gT-aii- 
fied and encouraged wlien they see that their efforts to instruct 
the young are appreciated. We also make these visits subservient 
to the interests of Public Instruction, by conversing with Teachers 
on the best methods of imparting knowledge and maintaining good 
discipline. We have been very fortunate in our selection of 
teachers; with few exceptions they are well qualified to instruct, 
and good disciplinarians. We already witness a decided improve- 
ment in the condition of the Schools, and parents bear testimony to 
the increased inlerest which their children manifest in their studies, 

f regret to say that many of our School-Houses are in a dilapi- 
dated condition — some must be rebuilt, and others require extensive 
repairs. We have built one new house, and another is under con- 
tract. Nearly all our houses require attention; some need new 
desks, wood sheds, and other improvements. We have not con- 
sidered it prudent to expend much money at present in building 
new houses-;^ we are endeavoring to create a fund for this purpose, 
and in the meantime only make such repairs on houses as are abso- 
lutely necessary. If the law could be amended so as lo require or 
authorize a capitation tax of fifty or even twenty-five cents per 
term, for each pupil, it would aid us materially in the creation of a 
building fund. Such an amendmeut of the law would enable us 
to commence the building of new houses on an improved plan at 
an early day. Houses built according to the models given in the 



36 

By-Laws, and appropriately furnished with g-ood desks, maps, 
and cheap paintings, would exert a happy inflnence upon the 
minds of the children, and commend the system to public favor. 
Helvetius maintains that genius is not a natural endowment, but 
the offspring of culture. While we do not agree with his theory, 
we do hold with him that all objects are educators. The 
objects surrounding children in a School room exert an insen-sible 
yet powerful influence upon their minds. If the objects are agree- 
able, either in the shape of a vase of natural flowers, cheap land- 
scape pictorials, specimens of art, minerals, shells, or such things 
as can be collected with little or no expense, they will prove silent 
but eloquent instructors, and may, in many instances, exert an influ- 
ence which will shape the future calling and destiny of children. 
V^ery slight influences, or the presence of peculiar objects, may 
exert a formative power on the minds of youth. The ruins of the 
Coliseum of Rome, suggested to the mind of G-ibbon the splendid 
work which made him immortal. The reading of a small poem, 
when six years old, gave direction to the mind and formed the 
character of Voltaire Mauy other illustrations might be adduced 
which go to show the power of surrounding objects to call forth 
the slumbering energies of 'the youthful mind, and so mould and 
direct the outgoings of the mental energies that they will forever 
flow in the channel into which they were directed by such a small 
thing as a rose, a pebble, or a shell. If we can encourage our 
teaehers to exhibit care and neatness in dress, and to manifest a taste 
for the beautiful by plucking a few flowers for their desks, or adorn- 
ing their school rooms with a few pictures or other objects of 
interest, t,hey will find all these co-workers with them, in exerting a 
refining and elevating influence upon their schools. 

In regard to the intelligence of the citizens I would remark, that 
it will compare fav(!i'ably with that of any other section of the State. 
Our County contains a large number of educated men and women. 
So far as my knowledge extends, there are comparatively few who 
cannot read and write. 

In several localities in this County there is little zeal manifested 
in the cause of public instruction. There are instances where 
parents refused to purchase the books which we now use; in such 
cases we instructed the Teachers to use those which they had, but 
not permit the introduction or use of any new books except those 
provided by the State Board. I am happy to inform you that there 
are comparatively few who have acted thus, and these I doubt not 
will soon be won over to the system by patience, gentleness and 
firmness in carrying out the provisions of the law. We have, 
however, on the other hand, intelligent and .firm friends of the 
new system. The Board of Commissioners are unanimous in the 
opinion that the School Law will work well, and when once pro- 
perly understood by the people, and its superiority illustrated in the 
improved condition of the Schools, all opposition from thinking and 
honest men, must vanish as the vapor before the rising sun. 



37 

Whife education is not, so frequently as could be desired, the 
topic of conversation or discussion in our community, the people 
generally appreciate the importance of affording their children 
facilities for intellectual culture. This is manifest from the number 
of Academies and Institutes within the limits of our County. In 
the Fourth School District, we have an admirably conducted 
school, known as the West River Institute, in highly flourishing 
condition, Rev. R. G. Chaney being the Proprietor and Principal. 
There are also two Acadamies within three or four miles of Owens- 
ville, one of which is under the efficient management of Rev. Dr. 
Nelson, former President of St. John's College, and the other is 
under the control of Rev. Mr. Nourse, an accomplished scholar. 
Both schools are in a prosperous condition. There arc filso several 
Academies in the Third School District, one at Annapolis, and one 
at Millersville. The number of children who attend the Public 
Schools number from twelve to fifteen hundred. From these data 
it mny be justly inferred that the people are not indifferent to the 
cause of Education. Notwithstanding the encouraging aspect of 
the cause of education in our County, there are still some parents 
who seem to be totally indifferent about the edueation of their chil- 
dren. One of our Commissioners, who is well acquainted with the 
citizens of this County, suggests that a law should be passed 
requiring the people to send their children to school for a certain 
number of years. There is a class composed of poor people, who 
either hire out their children at an early age, or permit them to be 
occupied in fishing, crabbings &c., and thus assist in supporting 
the family. As they cannot follow these occupations during the 
winter, parents ought to be required to send their children to 
school for at least six months in the year. 

Rev. R. G. Chaney, Commissioner of the Fourth School District 
in his report concerning the workings of the new system, remarks — 
*'We learn with pleasure, that a neiv interest lias already been 
awakened both in teachers and fupils under the new system. The 
Commissioner in visiting his Schools examines the pupils and notes 
the advancement made by them, in their several studies. Tb.ia_ 
process alone, we learn, has had a very happy effect in inciting 
both teachers and pupils to renewed diligence and more earnest 
work." 

In concluding this brief report, I cannot too highly commend 
the Commissioners associatfd with me; they have faithfully dis- 
charged their duties. They are all men of intelligence and energy, 
loving the work in w^hich they are engaged; and I feel encouraged 
to hope that our joint labors will be accompanied with the happiest 
results to the rising generation, and that the new system, once 
thoroughly organized and in good working order, will illustrate its 
superior excellence and prove a blessing to the youth of our State. 
Respectfully submitted, 

F. R. ANSPACH, 
Fres't of the Board of P. S. C. 

of A, A. Co., Md. 



38 

BALTIMORE COUNTY. 

As the closing remarks in your communication of the 1st inst., 
indicate a special desire to have replies to your suggested topics, it 
may be prudent to confine myself chiefly to them. 

In reply to the 1st and 2d interrogatories, I would respectfully 
state that, under the old law, there were 102 Schools in operation, 
in charge of 102 Principals and 11 Assistants, under the supervision 
of 13 Commissioners, elected biennially by the people, and 5 Visitors, 
for each School, chosen annually by the patrons. Teachers were not 
employed without procuring a certificate of qualification from a Board 

. of Examiners appointed by the President of the School Commis- 
sioners. Of the houses, there were 68 in good condition, 16 in 
ordinary condition, and 18 greatly in need of repair. The funds 
by which the Schools were supported, amounted in the aggregate 
to $46,820,12, arising from a county tax, the Free School and 
Academic funds, tuition fees, and fines and forfeitures. From the 
printed reports of the Commissioners, it is evident that the efficiency 
of the Schools annually increased ; and my first ofiScial visit enables 
me cheerfully to endorse the encouraging statements in the report 
for 1864. This report also contains a succinct history of the system 
from its incipiency, most flattering, in its summary of details, to 
every friend of education in the County. 

In the absence of the 2d volume of the Census of 1860, we have to 
refer to the Census of 1850, in order to approximate a correct answer 
to. a part of the 3d topic. Though the Census to which allusion is 
made, does not afford a correct mode of ascertaining the number in 
the County who could not read and write when it was taken, on 
account of containing the City and County combined, yet, by a 
pro rata calculation, from which, for several reasons, a deduction 
should be made in favor of the County, I find the number of 
white adults who could not read and write, is 1,266., Now, if the 
yearly increasing facilities for intellectual improvement which have 
been extended since 1849, and the stimulus which children con- 
stantly exhibiting the beneficial advantages of the Public School 
give to the unlettered as an incentive to study, together with the 
mortality of the same time, be taken as part of a basis for forming 
an opinion, it may be safely asserted that the class referred to is 
very small indeed. 

J^ With reference to the general intelligence of the people, I think 
no better evidence can be adduced than their system of Public 
Schools, the fostering care extended over them, the augmentation 
of the fund necessary to their support, and the beneficial results 

^arising from their successful continuance. In 1855 the expenditure 
for School purposes was nearly $22,000 ; in 1864, nine years sub- 
sequent, it reached over $46,000, a monetary proof thaf the interest 
in that time more than doubled. Now, as to the beneficial result, a 
comparison of different reports shows that, in 1858, 3,700 pupils 
atlended School, and 4,512 did not attend, making a total of 8,212 
In 1864, the names of 8,071 pupils were registered as having 



39 

attendv^d during some part of the year, or nearly as many as the 
entire number of pupi's attending and non-attending reported six 
years before. A comment might be made on this favorable aspect, 
but for the desire to make the communication as brief as possible. 
Other, though not as palpable, proofs of the general intelligence of 
the people could be advanced ; such as the improvements progress- 
ing in all parts of the County; the increased employment of labor- 
saving machinery ; the feeble hold which old prejudices have upon 
the citizens ; the liberal support of tw^o well conducted County 
papers; the large supply of varied literature which finds its way 
to the numerous post-offices throughout the County ; the various 
societies organized in different sections, whose laudable objects are 
generally, if not always, the fruit of the excellent education of their 
originators; and the Schools of a higher order established in several 
districts, to supply the demand for culture which the Public School, 
under the old law, was unable to do. 

The Board, at its first session, adopted, for each term, $75 as the 
minimum salary for a School numbering 15 scholars, and $165 as 
the maximum, with a sliding scale of $2 for each pupil from 15 to 
25; $1.50 from 25 to 35, and $1 from 35 to 90. Assistants receive 
$50 per term as the minimum, with fifty cents for each additional 
pupil from 60 to 100. 

At the last session of the Board, it was unanimously resolved to 
have the salaries graded to correspond with the certificates. For 
teachers holding First Class Certificates, the minimum salary, per 
term, will be as at present; for Second Class, $65, and for those 
holding Permits, ^50. This resolution will take effect after the 
31st of January, 1866. The books and stationery are furnished to 
the scholars, who are charged 75 cents per term for their use, unless 
exempted by the Commissioner. 

The report for the fall term shows an attendance of 2,454 boys 
and 2,216 girls. Total, 4,670 scholars. There were 122 Teachers 
and Assistants employed, The aggregate amount paid for salaries 
was $13,057.48, and for incidental expenses, including purchase of 
stores and repairs of houses, $1,826.10, 

The present income will keep the Schools in operation four terms, 
and unless an unusual increase of scholars attends, the Board will 
have a balance in its favor, which, as far as practicable, will be 
faithfully used in erecting School-Houses, and furnishing suitable 
furniture and apparatus. 

With so many evidences of the good already accomplished in 
our County under the old system, and the encouraging profpects 
prominently before us as unavoidable consequences of the excel- 
lent improvements of the present law, affording, as it does, unex' 
ampled and unparalleled advantages to every youthful aspirant to 
literary honors, I cannot avoid entertaining a good opinion of it. 
It may need some modifications in its minor details, but even as it 
is, a liberal support of its provisions, combined with an enlightened 
and energetic management of its operations, will develop beneficial 
results which, at the present time, can be contemplated only in 
theory. 



40 

Teachers' Associations having been wisely recommended as impor- 
tant means for elevating the standard of public instruction, liberal 
provision for their encouragement, embodied in the School law, 
would tend greatly to increase their efficiency and usefulness. The 
time specified for the duration of their meetings is so short that but 
little good can be effected. If, instead of Saturday, the Friday and 
Saturday of some month, once in each term, were given them, and 
a certain minimum amount fixed, to be appropriated by each 
County Board, to procure the services of competent lecturers, pro- 
vide educational works and periodicals calculated to diffuse among 
the teachers a more extensive knowledge of the high and responsi- 
ble duties of their honorable profession, and of the improved 
methods of teaching and School government, I think the Associa- 
tions would fully accomplish the purposes of the law for their 
organization. 

I would respectfully call your attention to a comparison of Sec. 
7, Chap. 3, Title 1 ; ISec. 6 Chap. 4, same title, and Sec. 5, Chap. 
7, Title 2, of the School Law, with each other. In the first it is 
optional with parents to provide books of the uniform series in any 
manner ; in the next the idea is conveyed that a rate-bill is to be 
charged for their use ; and in the last section, the various Boards 
have committed to them the power of providing for the sale of 
the books, or charging a rate-bill for their use. It seems as if the 
action of the Board would include all the scholars under its juris- 
diction, yet the first section alluded to apparently exempts the 
parent complying with it, from obedience, A verbal modification 
of these sections would make them clear and consistent. 

I find great objection to purchasing books and stationery, or pay- 
ing for their use, as required by law. The citizens say that they 
thought the system was to be free, but that the present mode of 
procuring books and stationery, with the increased tax, makes it 
less free than before. It is ray opinion, and that of nearly all with, 
whom I have conversed upon the subject, that the cheapest and 
most uniform way to supply the books and stationery, would be by 
an additional tax of two cents. The revenue thus arising would be 
ample for the purpose ; obviate this objection ; tend to make the sys- 
tem, in this particular, the same in all the counties ; have it emphati- 
cally free, and by relieving the teacher of the onerous duties of a 
book-agent, which consume much of his precious time, and not 
unfrequently occasion unpleasant feelings, would better qualify him 
to bestow his undivided attention, upon the official duties of the 
School. As an additional argument, I respectfully submit an extract 
from the report of the Superintendent of a sister State : " It will 
be found, almost without exception, that where the system of making 
the Schools free, by a property tax, has been adopted, the Schools 
are better, more permanent in their arrangements, and more 
regular in their attendance, than in those districts where rate-bills 
are still collected." Very respectfully, yours, &c., 

R. C. McGINN, 
Prest. Board Scliool Com., Balto. Co, 



41 



CALVERT COUNTY. 

The Schools existing at the time of our appointment were organ- 
ized under the laws of 1860 and 1862. 

Although this was an improvement on the system which pre- 
ceded it, yet in some of the essentials of a good system, it was 
radically defective. I refer to School Houses, Teachers and Super- 
vision, on each of which topics I would offer a'few remarks. 

School Houses. 

Of the 19 houses employed for School purposes, 9 were of 
frame, 10 of logs. The frame tenements, though substantial, were 
diminutive, and destitute of all pretension to good taste in their 
appearance. The. log buildings were of the rudest construction. 
In one case a log barn had been purchased by the County at a cost 
of $130, and devoted, without alterations, to the imprisonment of 
children. 

The furniture of all the Schools was in perfect keeping with the 
exterior. It consisted, of a single desk, extending'along each side- 
wail, and a few rough benches, without backs. Neither Map nor 
Globe graced the room. Blackboards had indeed been introduced, 
but their untarnished surface evinced little use. 

These School Houses, objectionable in themselves, were rendered 
still more so by their location, seated as they all were within a few 
yards of the highway, and subjected to the dust and the interrup- 
tion of travel. If a triangular loi of barren land, bounded on each 
side by a public road could be found, it was selected par-excellence 
as a suitable site. 

Teachers. 

All those employed in the Schools at the time of our appointment, 
had been duly qualified by the former Commissioners. Many of 
these Teachers have been continued in the Schools under the pres- 
ent system by "Permits" from us until an examination be had; no 
reliable opinion can be formed of their ability: bat my visits to the 
Schools under their charge have furnished proof, in too many 
instances, that a lifeless routine method marked the recitations. 

The discipline of the mental faculties and cultivation of habits of 
independent thinking on the part of the pupil, occupied but little 
of the Teacher's attention, the chief object aimed at being the 
correct repetition of the words of the text-book. 

^ Supervision. 

Here lay the chief defect of the old system. The important 
duty of visiting and examining the School, of noting the conduct 
of the Teacher and progress of the pupils, devolved upon the 
Trustees, who were not unfrequently selected without regard to 
their zeal or capacity. Need it be wondered, if, under such circura- 



42 

stances, the best efforts of the Instructor should fail and the efficiency 
of the School be destroyed ? 

Funds. 

WThe Public Schools were, hitherto, almost entirely dependent 
lor their support on State donation until the Act of 1862 was passed 
requiring the Commissioners to establish a "Rate-bill" of Tuition 
fees, based upon the assessable property of the patrons. The 
maximum charge was accordingly fixed at twelve dollars per annum, 
for taltion in the English branches. During the year 1863, there 
was paid for tuition fees $1634.99, in 1864, $1468.07 and for the 
eleven months, ending June 30th, 1865, $1179.15. The total re- 
ceipts of the old Board, from all sources, were, for the last eleven 
month's of their incumbency, $4141.58, while their expenditures 
were, for the same time, $6528.09, leaving a debt to oe provided 
for by us of $2383.53, which, added to the cost of protests on their 
checks, makes a total deficiency of $2411.11. Of this debt we 
have paid $2281.11. 

General Intelligence of our People. 

While I cannot speak in flattering terms on this head, I am not 
prepared to give the exact number of the illiterate adults, though 
it would appear, by the census of 1850, that out of a total white 
population of 3630, we ha(3 365 adults, or nearly ten per cent, who 
were unable to read or write, and I fear the proportion has not 
diminished since. 

I regret also to be obliged to confess that the zeal of our com- 
munity has exhibited itself thus far less in sustaining than opposing 
oui* efforts towards the introduction of the new system, and I have 
yet to hear of the first contribution, to aid in the erection or furn- 
ishing of a new School House. 

y Universal Education finds here but few supporters. The pre- 
judices of Partizanship, Sectionalism and Caste have all been 
invoked against it. The Demagogue dreads Free Schools, which 
engender free thought and render the masses less subservient to 
their leaders. The Sectionalist recognizes in Free Schools the odor 
of "Yankeedomv" the advocate of Caste declaims against Free 
Schools, as detrimental to the contentment of the poor. 

In certain neighborhoods, board is refused the Teacher, and thus 
the School is kept closed. 

Yet, notwithstanding all these obstacles, we cannot but indulge 
the hope, that with a better comprehension of the Law and the 
practical exemplification of its benefits, our noble Educational 
System will win its way to public favor, and our people rise to the 
full measure of their duty in sustaining it. 

KuLE FOR Payment of Teachers. 

Early in September last, we adopted the following rates for the 
Fall Term: 



43 

Fifteen scholars entitle the Teacher to seventy-five dollars per 
term, and for each additional scholar above fifteen, and less than 
thirty-five, the teacher receives one dollar and tw^enty-five cents per 
term. This rule was applicable to those holding either Grrade of 
Certificate, and afforded an annual minimum salary of $300, a 
maximum of $400. 

For the present, or Winter Term, we allow holders of Second 
Grade Certificates $75 per term, as before, for the first fifteen 
scholars; one dollar and fifty cents per term for each scholar addi- 
tional, up to twenty-five; $1 per term for each additional, to 
thirty-five; and fifty cents per term for all above thirty-five, making 
an annual minimum salq,ry of $300, a maximum of $460. 

The holders of First Grrade Certificates are entitled to $90 per 
term for the first 15 pupils, and the same rates as for Second Grade 
Certificates for any number above 15, making an annual minimum 
salary of $360, a maximum of $520. The aggregate amount paid 
Teachers for salaries, to November 15, 1865, was $780.01, for 
incidentals, $82.10. 

Attendance of Pupils. 

Owing to the delay consequent upon the repair of School Houses, 
a majority of the Schools remained unorganized till near the end of 
the Fall Term; and the attendance was consequently very meagre, 
the whole number of girls being but 98, the boys 133, total, 231^ 
an average number of 15 to each School in operation. 

The deprivation of labor, consequent upon Emancipation, is 
plead b}? many, as an excuse for the detention of the child from 
School. 

It is to be hoped that the Legislature may devise some remedy. 

The adoption of the coercive provision proposed in your draft 
of the School Bill would be advisable. 

The annexed table presents the average annual attendance and 
cost of Education from 1838 to 1865. 





No. of 


No. of 


Average 




Cost. 


Years. 


Schools. 


Children. 
Enrolled. 


Attendance. 


Cost. 


per Pupil 


1838— '53 


21 


305 


200 


$2,002 10 


$9 94 


1854— '60 


12 


309 


273 


3,320 00 


12 56 


1861— '62 


20 


528 


344 


5,698 62 


16 62 


1863— '65 


20 


499 


280 


6,295 17 


19 44 



In connection with the amendment above suggested, I beg leave to 
offer a list of others, of more or less importance, in giving increased 
efficiency to the Law. 

1. Make the functions of the President of School Board distinct 
from those of the Commissioners. 

2. Require the reading of the Scriptures by the Teacher. 

3. Require the Schools to be kept open an average annual period 
of 6 hours — less in winter, more in summer. 

4. Prohibit the use of School House for political meetings. 

5. Secure the Schools the benefit of fines and forfeitures. 



Distribution of Text Books. 

Tlie Secretary of the Board furnishes each Teacher with appro- 
priate blanks on which to make oat his order for books and sta- 
tionery. This requisition, after being endorsed by the Commission- 
ers, is returned to the Secretary, who has the order filled, and the 
books distributed, accompanied with a bill showing the selling prices 
affixed by the Board. The Teacher is required to make out sepa- 
rate bills for each patron and to exact payment in advance. No 
deviation- from this rule is allowed, except in case of indigent 
children, to whom the books are loaned, upon the written permit of 
the Commissioner. In determining the price at which the books 
should be sold, the Board used the margin now allowed them by 
the publishers as liberally as possible, without reaching the retail 
price. 

Income. 

The present income is barely sufficient to meet the existing sala- 
ries and incidentals. Without an increase of funds there is no 
possibility of erecting School Houses, or of securing thoroughly 
qualified Teachers. Until this is done, the full benefit of the new 
system cannot be reaUzed. To meet this deficiency the Board, at 
one time, contemplated the sale of certain Bank Stock, held by 
them. But upon consultation with those, whose opinion was en- 
titled to respect, were induced to abandon their intention. Our next 
resource was, to endeavor to obtain the amount due us by the 
County. 

This debt originated in 1845, when our County borrowed 
$12,000 of the Bank Stock, standing to the credit of the Schools. 
By the Act authorizing the loan, it was stipulated, that the County 
should levy annually for the use of Schools, $750, as interest, and 
••whenever Primary Schools were established under the Act of 1837" 
levy in addition $2000 per annum, till the School fund was reim- 
bursed. In 1862 an act was passed requiring the County to levy 
$300 additional to the $750, to meet arrearages of interest then 
due. This $1050, since that date, has been regularly levied and 
paid. At the time of our organization, it was claimed that the 
arrearages had been fully met. This the Board disputed, and by 
mutual agreement with the County Commissioners, an arbitration 
w^as had, which awarded the Board about $4,000, arrearages of 
interest, making the entire indebtedness of the County, to the 
School fund, about $16,000. Under the views entertained by the 
County Commissioners, however, no part of the principal is imme- 
diately available, as the condition precedent on its payment was 
never fulfilled, "no Primary Schools having been established under 
the act of 1837," and even the present levy, will, in their opinion, 
cease to be obligatory after January, 1867, under the operation 
of that clause of the existing School Law, which repeals all local 
laws relating to the levying of taxes in the several counties. (Vide 
" Sources of Income," Chap. 1, Sec 9.) Whilst we do not see the 



45 

force of this reasoning, we respectfully call your attention to the 
difficulties presented in regard to the collection of this debt, of 
$16,000, due to the School Fund by the County, and hope you will 
secure for us such further legislation as mi^ be needed, to recover 
it as promptly as the wants of our Schools require. My acquaint- 
ance with the present School Law, leads to the belief, that in all 
essential features, it has the machinery necessary to a good working 
system; and with such modifications as experience will suggest, 
will be entirely adapted to our wants. 
All of which is respectfully submitted, 

JNO. R. QXJINAN, 
Pres. Bd. S. Com. Calvert Co. 



CAROLINE COUNTY. 

The old School System, as conducted In this County, was of such 
a mixed character that it becomes a difficult matter to report on. 
Some Schools wei'e supported by local taxation; some by subscrip- 
tion; while others depended entirely upon the State appropriation. 

Thus almost every School District had a law of its own — so far 
as Schools were concerned. 

There are 35 School Houses in the County — 34 of which are 
frame, and one brick. Four of these houses are in good, sixteen 
in ordinary, and fifteen in bad condition. Five are furnished with 
desks and seats, and one with maps. 

We have tried, but in vain, to get a report from former Trustees, 
So far we have been unsuccessful, and therefore have to submit this 
incomplete report to your consideration. 

Our County School Board has laboi'ed under many disadvantages 
by not having a regularly constituted, active President. The Pres- 
ident elect holding the office, but not discharging the duties there- 
of-^— while the President pro tern, was not properly so constituted 
as to justify his giving that attention which the Schools required. 

The whole number of Schools in operation for the term ending 
November 15, was 35; the number of boys in attendance was 369; 
the number of girls, 382; total 751, The amount paid for teach- 
ers' salaries was $1952.75, and the amount paid for incidental ex- 
penses was $94.38. Text Books are purchased by the pupils. 

M A. BOOIH, 
President Board School Com'rs Caroline Co. 



46 
CARROLL COUNT \^ 

In making my first official report I must necessarily labor under 
considerable disadvantages from the want of proper statistical infor- 
mation on all subjects required. 

When I took charge of the Public Schools, I found them in a 
very unsatisfactory condition. They were supervised by Trustees, 
who, as a general thing, took little or no interest in the Schools, 
further than to employ the Teachers. The Board of School^Com- 
missioners paid the amount of money due each School District to 
the Trustees, whose duty it was to pay the Teachers. The Trus- 
tees were not held to a proper account for the money thus received, 
and the result was that some of them are yet supposed to retain 
money belonging to the School fund, and there appears to be a diflfi- 
culty in bringing them to a proper settlement, from the fact that 
they themselves hold all the books and vouchers. 

The larger portion of the School-Houses in the County are unfit 
for any civilized man to teach in, and the furniture is in a worse 
condition than even the houses themselves. In these old buildings, 
with benches without backs, and desks of pine boards extending 
around the sides, fifty or sixty children are compelled to spend the 
day, crowded so thickly that comfort is entirely out of the question. 
Perhaps one-fourth of our houses might be made to answer the 
purposes for which they were intended, but the rest are mere 
apologies for School-Houses, and yet, bad as they are, the most 
of them are claimed to have been built by the citizens of the 
respective districts for their own uses, and have never been deeded 
to the County. Before we can accomplish much, we will be com- 
pelled to build new houses in the majority of School Districts. 
The people, as a general thing, seem anxious to have the proper 
houses, but whether they would be willing to pay the amount needed 
in additional taxes, is a question which admits of considerable doubt. 
I hope the Legislature will do something in the matter. 

2d. The Schools have been hitherto supported from the interest 
of a fund of about seventy-two thousand dollars, which wa^ divided 
among the several School Districts in proportion to the number 
of School-going children in the district. There was no uniformity 
in the arrangement. Some of the Schools were kept open six 
months in the year; others two, three, and four months In those 
districts in which the people added liberally to the amount received 
from the County, the Schools made considerable progress; in the 
others none. 

3d. In general intelligence, the people of our County will com- 
pare favorably with those of other counties. I do not think the 
number who cannot read and write is large. 

4th. In some parts of the County the people manifest a great 
interest in the Public Schools, and will contribute liberally to the 
erection of School-Houses, provided the expense can be equalized in 
some way, by requiring all to pay their proper proportion. In other 
parts, where dollars and cents are of more value than mental 



47 

improvement, the people regard the tax as oppressive, and it will 
require time to instill into their minds proper ideas of the import- 
ance and usefulness of a good education, 

5th. We have adopted a sliding scale for the payment of Teach- 
ers. We pay our Teachers seventy-five dollars for the first twenty 
Scholars or less, and one dollar per Scholar per Term for every 
additional Scholar up to sixty. The amount in the end is about the 
same as that recommended ; but it gives the smfiU School a greater 
advantage by paying a better salary at the start. We were com- 
pelled to adopt this plan owing to the difficulty of getting Teach- 
ers to commence with a salary of fifty dollars; and to have increased 
the minimum by the ratio of increase recommended, would hav0 
made the maximum too large for our fund. The Assistants we pay 
fifty dollars per Term, where the School averages seventy-five 
scholars; for every additional Scholar up to eighty-five, two 
dollars and a half; one dollar and a half for every additional 
Scholar to ninety-five; and one dollar per Scholar for all above that 
number. 

The Text-Books are sold to the patrons of the Schools at a small 
advance above what they cost. 

Number of Schools, 88. 

Number of boys attending the Schools for the Term ending^ 

Nov. 15th, 1865, ^ - - - . . " 1,621 

Number of girls, - - - - - - - 1,472 



3,093 

Amount paid to Teachers for salaries, - $3,047.87 

" ** for incidental expenses, - 326.62 

The next quarter will show a large increase in the number attend- 
ing Schools, from the fact that a number of our Schools did not 
commence until the expiration of the First Term, and those that 
had commenced, as a general thing, were very poorly attended. 
Instead of commencing our Schools on the first of September, it 
would have suited the convenience of the people of this County 
much better to have commenced on the first of October, or even as 
late as the beginning of the Second Term. 

6th. With the present number of Schools in the County, we shall 
not be able to continue the Schools in operation more than two terms 
in the year. 

7th. I cannot express in words my admiration of the practical 
workings of the new system. It seems peculiarly adapted to the 
intellectual wants of the people, and will long stand as a monument 
reared in the hearts of the people, to the skill and wisdom of those 
who originated it. The mode of supervision is excellent, and 
although it requires a great deal of labor from all connected with 
it, for which there is not an adequate compensation, yet the grand 
results achieved in the elevation of our race, will, I think, afford 
sufficient encouragement for the faithful performance of duty. I 
invariably find that my visits to the diflTerent Schools are attended 
with the happiest effects upon both Teachers and Scholars. I there- 



48 

fore conclude that, with a qualified and industrious man as Presi- 
dent, and gentlemen zealous in the cause of universal education as 
Commissioners, the new system will accomplish all that its warmest 
friends could desire. 

I think that a law should be passed requiring- the Scriptures to 
be read in all of our Public Schools ; this, with a law enabling us 
to build School-Houses and purchase School Furniture, are all the 
additions that seem to me to be immediately necessary. 

All of which is respectfully submitted. 

J. H. CHRIST, 

Prest. School Commisioners, Carroll Co. 



CECIL COUNTY. 

The Public Schools of this County were established under a local 
law, passed at January Session, 1858, and were opened on the 1st 
day of January, 1859, from which time until the inauguration of 
the present general or State system, in July last, they were in suc- 
cessful operation, under the management and control of a Board of 
nine Commissioners, composed of one from each election district; 
each of whom exercised a comparatively independent supervision 
of the Schools in his own district, numbering from five or six to 
thirteen or fourteen, according to the size and population of the 
respective districts. 

The teachers employed were those only who had passed a suc- 
cessful examination in Orthography, Reading, Writing, Arithmetic, 
Geography, Grammar and History of the United States, before a 
commJuee of the Board, as required by the law. 

The School-Houses were found to be much better in some sec- 
tions of the County than in others ; but, in the aggregate, greatly 
below the real requirements of the system in number and quality. 
At the time of the introduction of the County system, i here remained 
in the hands of the Orphans Court, the custodiary and disbursing 
agent of the Free School Fund, some eight thousand dollars of that 
fund. This money was distributed to the different districts, and 
appropriated to the erection of new houses, where most needed, 
and to the permanent improvement of such as were found to\ be 
properly located. Still the supply of hoUv^es was greatly below 
the number required, while the character of many of them was, to 
say the least, very inferior. We were consequently obliged to 
appropriate annually, a considerable part of our revenue to the 
erection, or improvement, and proper furnishing of School-Houses. 

The funds by which the Schools thus established were supported, 
were, first, a County levy of twelve cents on the hundred dollars 
of the assessable property of the County, subject to deductions by 
insolvencies, &c., and producing about $9,500, which, in the year 
1864, was increased by supplement to twenty cents on the $100, 
producing about $16,000. 



49 

Secondly, the annual receipt from the State on account of the 
Free School Fund varying slightly from $3,000, either less or more. 

Thirdly, f'roni fines and forfeitures, and the surplus product of a 
local law taxing dogs for the protection of sheep, producing in all 
not more than S300, and Fourthly, the revenue derived from the 
tuition fee of one dollar per Quarter or Term, paid by all pupils 
not admitted free by the Commissioner of the district, producing 
about S5,400 ; thus making the entire revenue of the Board about 
$18,200 up to 1864, and $24,700 for that year. The number of 
Schools established was about sixty-five, attended by an average 
of two thotisand four hundred and sixty-four pupils — thirteen hun- 
dren and forty-two boys, and eleven hundred and twenty-two girls. 

The degree of efficiency to which the Schools had attained under 
the County system, was, to say the least, respectable; and it is 
believed they were gradually improving. 

The introduction of a uniform and well digested system of Text- 
Books, and an abundant supply of stationery, gave to the pupils, 
under the County system, advantages they never before enjoyed. 

The great defect, however, was the want of a more thorough, 
searching, and special supervision. The law having confined the 
compensation of each District Commissioner to a small per diem 
for each day he attended the sessions of the Board, it could not be 
reasonably expected of him that he would neglect or sacrifice his 
own business for the performance of a public duty unrewarded. 
The consequence was that the Schools, except perhaps those nearest 
the residence of the Commissioner, were rarely visited by him, 
The evils growing out of this want of thorough supervision were, 
among others, the waste of stationery, the needless destruction 
of books, and the inadequate enforcement of ihe law requiring 
the payment of the tuition fee of one dollar per quarter by all 
pupils whose parents were able to pay ; whereby the Board failed 
to receive the full amount properly to be collected from this source, 
by at least the sum of five hundred dollars annually. And it mny, 
I think, be fairly estimated that a more thorough and searching 
supervision would have saved to the County at least the sum of 
three hundred dollars in books and stationery. 

Upon the third topic. 1 would remark that I am not now in pos- 
session of any reliable data upon which I could approximate a cor- 
rect opinion as to the number of adults who cannot read and write. 
During the years 1851, 18r52 and 1853, it was ascertained from 
monthly reports made by a reliable colporteur to the County Bible 
Society, of which I was then secretary, that there were then some 
90 to 100 families in the County unable to read the Bible ; the popu- 
lation of the County then beir?g about 16,100. The census of 1850 
reports 157, over 20 years of age, unable to read and write. The 
population has now swelled to about 24,000 ; but the census reports 
of 1860, yet published, do not give the number unable to read and 
write. I am well persuaded, however, the proportion of those 
who cannot read has been reduced, and perhaps largely reduced 
within the last ten or twelve years, partly through the instrumen- 



50 

tality of the Schools and the liberal use of the Free School Fand, 
and partly fronri the inflaenc ; of an industrious and enterprising 
class of citizens from other States, who have caused many parts of 
the previously barren hills to rejoice and blossom. 

I believe the general intelligence of the people of this County 
to be fully up to, if not above the ordinary level. The wealth 
of the County is not concentrated in the hands of a few large 
proprietors, but i-j diffused among an active, industrious, and 
enterprising people of moderate means 

I may say, upon the fourth topic, that there is aj/idence of 
zeal in sustaining the Schools, not perhaps so much as the ardent 
friends of the system would desire to find ; but a decided, general 
feeling in favor of a uniform system of public instruction. There 
mav be a few, but, in my judgment, a comparatively small number, 
who are exerting what influence they possess to discredit the sys- 
tem,, and neutralize the labor of its friends. There are others who 
were opposed to its introduction, but who are now disposed to 
accept it as the established policy of the State, and do not hesitate 
to declare that the public good requires it should be made as per- 
fect as possible. There are others who are simply indifferent ; 
haviniJ- no direct personal interest in the subject, they evince no care 
for its success. There is still another class, who have always been 
sincere friends of public education, but who, because the introduc- 
tion of the present general system has been so closely associated 
with other great political measures which have divided our people, 
are more or less influenced by prejudices which it is hoped forbear- 
ance and a prudent administration of the system will speedily 
remove. A large majority of our people, however, as I believe, 
sincerely and heartily approve it, and are willing to sustain the 
Schools and contribute to the development and perfection of the 
system. As an evidence of the favor with which the Public Schoolg 
are regarded, I may remark that but few private Schools are sus- 
tained in the entire County. Up to the present time, in the experi- 
ence of the officers of the late County system and that of the pre- 
sent Board, a disposition to aid in the erection and proper furnish- 
ing of School-Houses, has been met with in a few localities only. 
The idea seems to have pervaded the mind^ of the people, that the 
entire expense of the system, including the purchase and enclosure 
of lots, the erection and furnishing of houses and the sinking of , 
wells for a supply of water, as well as the employment of Teach- 
ers, and the supply of all needed apparatus, was provided for in 
the tax and the ordinary revenues of the Board; and to such an 
extent has this idea prevailed, that the County Board has not un- 
frequently been called upon to refund to individuals money volun- 
tarily contributed by them years ago toward erecting School- Houses 
for their own immediate neighborhoods. This subject, however, 
is, I believe, gradually becoming, better understood. Your late 
official visit to the County, and the explanatory addresses delivered 
during your tour, to assemblies of citizens in different districts, has 
had, in this respect, I believe, a salutary effect. Nevertheless, I 



51 

am persuaded that sufficient interest on this subject can never be 
awakened in all sections of the County ; and that, as the Board 
must be the instrument of the law for carrying out its full purpose 
and design, its revenues must be made equal to the task of supply- 
ing every School District with material aid in this enterprise, if the 
system is to be made as it should be, perfec and efficient. 

In regard to the questions presented as the fifth topic named in 
your communication, I reply to the first query that the Board have 
adopted, for the last and the current terra, the scale of salaries in 
force under the late County system, viz : — For Schools of from 15 
to 25, a salary of ^80 f)er ^erm, and gradually increasing up to 
^135 per Term for a School of one hundred pupils and over. 
Assistant Teachers are paid ^30 to $50, according to the size of the 
School. 

Special provision is made for the large Schools at Elkton and 
Port Deposit, leaving the subject of adjusting the scale, as sugg^ested 
in the by-laws, for further consideration. 

The Board supplies the books and stationery to the Schools, and 
charges each pupil a fee of fifty cents per term, if able to pay. 

Number of boys attending School for the Term endine: 

Nf>vember 15, 1865, - . - - • ^ 1,248 

Number of girls, - - 1,347 



Total, .... 2,595 



Aggregate amount paid for Teachers* salaries, - $6,327.49 

Amount paid for incidental expenses, - - 708.85 



M26.34 



Number of pupils paying book and stationery fee, 2,184 

Number supplied without charge, ... 401 

2,595 
In this connection it may be proper to remark, that the introduc- 
tion of a new series of Text Books has subjected us to heavy out- 
lay to supply the Schools. It is believed, however, that the receipts 
on this account for the current and following term, will reimburse 
the treasury the amount withdrawn from it for books and station- 
ery, if a vigilant supervision is exercised. 

In reply to the interrogatory which forms the sixth topic sug- 
gested, I may say that we cannot keep the Schools open more than 
three terms during the year with our present revenue ; and it is now 
manifest that we can only do that for the present year, by continu- 
ing a floating indebtedness incurred by the late County Board 

The efforts of that Board to gratify the many demands upon them 
for building and repairs, and for other outlays in that direction, 
which should have been provided for to a greater or less extent by 
local contributions, involved them in obligations amounting to some 



52 

• 

$4,500, which remained unliquidated when the revenues and assets 
of that Board passed into the hands of the present Board upon its 
organization. This state of the finances may be thus accounted for. 
Although the local tax authorized by the County law, (still in iorce 
in that particular,) was twenty cents on the $100 of the assessable 
property of the County, the rate levied for the current year, under 
that law. was but twelve cents on the $100, this being all that the 
County Board asked for at the time the County Commissioners were 
making out their levy list in Jane last, Vjefore the present Board was 
organized. This moderate demand was doubtless made by the old 
Board with a view to lessen the local tftx as much as possible, so 
that the introduction of the State tax micrht be less perceptibly felt, 
and less objectionable to the people. But this has proved to be a 
mistaken policy, as their floating debt was thereby left unprovided 
for ; whereas, if the whole twenty cents, authorized by the local 
law had been asked for, there would have come to the hands of the 
present Board some $6,350, more than can be received under the 
rate actually levied — a sum not only sufficient to pay off the debt 
of $4,500, but leaving a margin of some $1,850 for the thousand 
and one contingencies that in the administration of such a system 
as this are continually arising. 

The suspension of the Schools, at this critical period, would 
seem to be a very hazardous and unwise proceeding, and the Board, 
at its adjourned meeting on the 2d of January next, will, 1 doubt 
not, determine to continue the floating debt, and prepare to meet it 
by a call for the full twenty cents on the $100, under the local law, 
in the levy of 1866. 

Whenever the floating debt is removed, if the local tax is con- 
tinued or left unrepealed, as in our judgment it should be, unless 
its repeal be called for by the people of the County themselves, the 
resources of the Board will, I think, be equal to the demands upon 
them, with such local aid in the erection and furnishing of houses 
as a proper and judicious presentation of the subject will secure. 
If, however, the local tax is repealed, and the singular provision in 
the Constitution forbidding the passing of any law providing a local 
tax is enforced, the State tax must necessarily be increased, and 
largely increased, or the system must fail. 

In reference to the seventh and last topic suggested in your com- 
munication, viz : the opinion entertained of the School law by our 
Board; our experience as to its practical workings, and the additions, 
alterations or amendments that are deemed advisable, I would re- 
mark, that the modifications of the law, suggested at the State Con- 
vention of School Commissioners in August last, and entrusted to a 
committee who will doubtless report at the adjourned meeting of that 
Convention, or Association, on the 17th proximo, in a great degree, 
if not entirely, coincided with our views. 

The practical workings of the State system is so similar to that 
of the local system previously in operation, that its introduction was 
exceedingly easy ; and we believe it to be well adapted to the wants 
of our people. The increased number of Schools under the care of 



53 

each Commissioner, will of course render his labors more arduous, 
but as increased compensation is provided for, the service, it is 
believed, will be better performed; while the general supervsioa 
provided for in the duties of the President of the Board, if that 
officer be faithful to his trust, cannot fail to be productive of the best 
consequences. The benefits of this feature of the system, are already 
seen in the manifest interest exhibited by both Teachers and Schol- 
ars in the visits of that officer. 

The instrumentalities provided in the law for rearing up a supply 
of well-trained Teachers, and for aiding those already employed to 
improve themselves in the duties of the important profession they 
have chosen, are regarded with especial favor. 

The High School continues to be well attended, and is doing a 
good work. Its organization, how^ever, remains as originally estab- 
lished under the County system, unchanged. My desire is that it 
shall be re-organized at an early day, under the auspices of the 
State Board of Education, as the law requires. At present the 
whole responsibility of its management rests upon my shoulders, and 
as my dudes are in other respects sufficiently onerous, I am anxious 
to have such relief in that direction as the law provides. 

All which is respectfully submitted. 

J. A. ELLIS, 

President. 



CHARLES COUNTY. 

Sir, — The Board of School Commissioners for Charles County, 
organized July 11th, 1865 and appointed Daniel W. Hawkins, 
Esq., Secretary and Treasurer. 

The State Board not having issued, at that time, a Code of By- 
Laws for the government of the Schools, the County Board deter- 
mined that the Schools should be opened the first of September, 
prepared temporary rules for their government, and advertised 
accordingly. 

Applicants for Schools were examined by me. Commissioners 
appointed Teachers holding my permits. 1 was careful not to give 
permits when the applicants did not come up to the standard 
required by the law. 'Almost the whole of August, and a part of 
September were devoted to examining applicants, The result is, 
we have had twenty-seven Schools taught during the Fall term, 
and eleven applicants for permits have been rejected. There are 
thirty-five School Houses in the County, all of which I think, will 
soon have Teachers. In attending to the duties of my office pre- 
vious to November l5th, I have travelled in private conveyance 
two hundred and eighteen miles, and have held public examina- 
tions in every School of the District of which I am Commissioner. 
As President of the Board, I have visited every District, but have not 
been able to visit all the Schools. The different Commissioners 
have been holding examinations in their respective Districts. 



54 

Almost every School House in the County needs repairs; some 
of them are in a dilapidated condition; but situated as t;hey are, 
not much has been done, or can be done to improve them before 
the spring. The Teachers under the old local laws were generally 
well qualified, having to undergo a rigid examination before a com- 
petent Board of Examiners. The School law in operation imme- 
diately before the present, passed in January session, 1854, chap- 
ter 278, — an Act to amend and modify the previous Primary 
School System of Charles County — appointed five School Commis- 
sioners, who examined Teachers, and appointed five local Trustees; 
which Trustees appointed Teachers for their respective Schools. 
No one could be appointed who did not hold a certificate of quali- 
fication from the School Commissioners, The local Trustees could 
discharge the Teacher whenever they wished to do so. 

The Schools were supported by the "Free School Fund," the 
"Academic Fund," and additional County taxation to make the 
Teacher's salary amount to three hundred dollars. Private contri- 
butions generally increased the salary. The County was taxed to 
build and repair School Houses. 

Under the Primary School System, the standard of Education, 
intelligence, and general information, has been very perceptibly and 
considerably elevated among our people. The poorer classes can 
generally read and write. How many are not able to do so I can- 
not inform you. 

I believe there is a willingness on the part of our people to build 
and furnish School Houses; but, with some exceptions, their ability 
is not commensurate with their inclinations, owing to losses sus- 
tained by war. 

During the Fall Term, when we had no By-Laws to govern us, 
we agreed to pay the Teachers in the following way. The mini- 
mum salary per term was seventy-five dollars; the maximum, one • 
hundred. The Schools were divided into four classes: 
First class having less than twenty scholars. 
Second " " between twenty and thirty scholars. 

Third *' *' between thirty and forty scholars- 

Fourth " " over forty scholars. 

In the first class, eight pupils, or less, entitled the Teacher J;o 
seventy-five dollars per term, and for every additional pnpil three 
dollars and twelve and a half cents were paid. ($3.12|^.) 

In the second class, eighteen pupils, or less, made the minimum, 
and for each additional pupil $3.12|. 

In third class, twenty-five pupils, or less, increased the same 
way. 

In fourth class, thirty-three pupils, or less, entitled the Teacher 
to $75.00, &c., &c. 

The object of the Board was to protect the smaller Schools, but I 
am not pleased with the practical working of our plan; and our 
Board is well pleased to adopt the mode directed by the State 
Board. Before seeing the By-Laws, however, we had changed 
for the present term the foregoing plan, to one identical in every 



55 

respect with yours, except sixteen pupils being the minimum, in 
the place of fifteen. 

Mode of distribution of books: Each Commissioner is supplied 
with books for his District. He supplies the demands of Teachers, 
and each Teacher supplies his School. I collect from the Com- 
missioners, the Commissioners from the Teacher, and the Teacher 
requires the cash from the pupil. 

Number of boys who attended School during the term ending 
November 15th, 302. 

Number of girls, 272. 

Amount paid for salaries, . - . - $2,500.00 

Our income enables us to continue the Schools throughout the 
scholastic year. 

The System, I think, is admirable if every officer performs his 
full duty. I am satisfied that it is a good working System, and 
adapted to our wants. 

Your Obedient Servant, 

WM. R. WILMER, 
'President of the School Board 

^ for Charles County. 



DORCHESTER COUNTY. 

The Board of School Commissioners of Dorchester County, was 
organized August 21st, and elected Mr. Robert F. Thompson, one 
of the Commissioners, Secretary and Treasurer. The County was 
divided into five Districts, called Commissioner Districts, and 
numbered 1, 2, 3, 4, 5, and one District assigned to each one of 
the Commissioners. 

Some of the Schools were opened on the 1st of September, and 
the others as soon as Teachers could be procured. The School 
System, under the local laws establishing free schools in the Coun- 
ty, was so defective as to be almost useless. The funds received 
from the State Free School Fund and the County levy were not suf- 
ficient to afford educational facilities to the children entitled to 
instruction, and in many of the School Districts no effort had been 
made to increase the fund by private donations. The Schools in 
many of the School Districts were open only three months of the 
year for want of funds. No system of supervision had been adopted, 
no order or system in the course of instruction, no uniformity in 
text-books. The School Houses in the great majority of the Dis- 
tricts were totally unfit for school work — small, badly constructed 
and uncomfortable, without furniture, or any of the appliances 
necessary for successful Teaching. The Board found that the whole 
educational edifice had to be reconstructed: — the foundation stone 
even to be laid, and the superstructure built. The work is immense. 
School Houses to build. Teachers to prepare for their duties 



56 

order and system to be brought out of chaos and confusion The 
work has only commenced, but it is a great thing that it lias com- 
menced. Years of patient, unremitting- labor will be required to 
accomplish it; but by the blessing of God, with wise and judicious 
legislation and the co-operation of the people it can be done. 

The consequences of our defective system of Public Education 
are painfully apparent in the large number of persons in the County 
who can neither read nor write. A great interest is felt in some^ 
sections of the County in the success of the present system of Pub- 
lic Instruction, and the people are willing to aid in sustaining it; in 
other sections they are indifferent to its success, but as its supe- 
riority over the old Common School System becomes more appa- 
rent, the interest will increase, and I hope soon to see a gratifying 
change in public sentiment. Forty-five schools have been opened 
and are in successful operation; we will require from eight to ten 
more to supply the wants of the people, and these will be opened 
as soon as we can procure Teachers, build houses, and make other 
necessary preliminary arrangements. In the schools during the 
term ending November 15th, were taught 1,000 pupils. Twenty- 
nine males and sixteen females are employed as Teachers. The 
Board paid as salaries of Teachers for the term, the sum of $3,021.37, 
and for incidental expenses $403.22. The Board adopted a system 
of graded salaries. Fixing the minimum at $75 per term, the 
maximum at $115. For fifteen scholars or less down to twelve, 
$75 per term. For each additional scholar between 15 and 25, 
$1 50 per term extra. Between 25 and 35, $1 per term extra. 
Between 35 and 45, 75 cents per term extra. Between 45 and 60, 
50 cents per term extra. The text-books are ordered by each 
Commissioner for his District from the State Board of Education, 
and distributed by him to the schools as they are required, charging 
the Teacher with all books delivered, and at the end of each term 
he is credited with all books returned to the Commissioner, The 
schools are supported by the State tax of 15 per cent, on the ^100 
of taxable property authorized by the Act of Assembly passed 
January, 1865, and the County levy authorized by the local law 
for the support of Free Schools in the County, which will be 
repealed from and after the 1st day of January, 1867. 

The State tax appropriated to this County amounts to $13,145 67 
The County levy to 4,000 

Total $17,145 67 

Deduct from this, appropriations to School Houses, 4,000 00 

$13,145 67 
Deduct estimated insolvencies, - - - : 300 00 



Estimated balance to be appropriated to Schools, $12,845 67 
The Schools can be continued with the present income, a little 
more than two terms. 



57 

Estimated salaries of 53 Teachers for two terms $9,540 00 

" incidental expenses, .... 1,000 00 



*' total expenses for two terms, . . . $10,540 00 

" bal. after paying expenses of two terms, $2,305 6> 

To this amount add the Free School Fund. . . 3,601 75 



Estimated bal. after adding Free School Fund, $5,907 42 

If this Free School Fund is permanent, the School can be con- 
tinued three terms with the present income. 

Tlie Board has resolved to build, early in the Spring of 1866, ten 
School Houses, two in each Commissioner's District; to do this the 
County levy has been wilhdrawn from the general School Fund, 
and made the basis of a School House Fund to which such addi- 
tions will be made as the Board can afford to make. 

The first duty of the Board is to construct good, comfortable, 
and convenient houses adapted to school-work, and furnish them 
with good desks and other appropriate furniture. The Board hopes 
to be able to build anuually several houses, and in a lew years to 
supply to every district a n*eat, comfortable, well built School 
House, furnished with black-boards, outline maps, and other educa- 
tional apparatus. 

The Schools are suffering greatly in consequence of the impossi- 
bility of obtaining good and efficient Teachers, The salaries the 
Board can offer will not induce good Teachers to come from abroad, 
and until the Normal School can supply home Teachers, 1 suppose 
this difficulty will be felt to a greater or less extent. 

I think the system will work well. A larger appropriation 
should be made, so as to secure money enough to continue the 
Schools throughout the year. There are two amendments or addi- 
tions I would like to see made. 1st. The County levy made per- 
matient, until the value of the property of the State increases suffi- 
ciently to give us enough funds to continue the schools four terms. 

2nd. Authorize and compel the County Commissioners of each 
County to levy a sum every year to build and furnish School 
Houses. I would suggest that a greater number of Commissioners 
be appointed for this County. I think a more active supervision of 
the work will be secured by increasing the number. The County 
is large, and the Commissioners cannot visit the Schools as often as 
is necessary, without too much neglecting their private duties. I 
would not assign any district to the special care of the President of 
the Board. In the large counties he has work enough; and fre- 
quently the care of his own district interferes with his other duties. 
Very respectfully, yours, &c. 

E. F. SMITHERS, 
President, Board of School Co?mnissioners, 

Dorchester County. 



58 



FREDERICK COUNTY. 

On the 30th of November I transmitted to your office an abstract 
of the Reports furnished by the Teachers of this County, for the 
^all Term ending November 15, 1S65. Since the transmission of 
that abstract I have received your circular dated December 1st, 
asking that a report be made on certain topics furnished in the 
same. I shall endeavor, in this communication, to furnish the 
information desired. 

1. The Public Schools of the County were conducted with very 
little spirit under the old law, and in accordance with no very 
well defined general rules. The peculiarities of the system may 
be stated in a few words: The County Commissioners appointed 
annually "a Board of Inspectors of Primary Schools, consisting of 
one person from each Election District." It was the duty of this 
Board to divide the County into School Districts, to examine all 
persons offering themselves as candidates for Teachers, to visit the 
Schools for the purpose of inspection, to apportion such funds as 
might come into their hands among the Districts, and to audit the 
accounts of the Trustees. Each School District elected three 
Trustees, who were charged with the duty of erecting and repair- 
ing School-Houses, of employing Teachers from among those 
approved by the Inspectors; of expelling refractory pupils, and of 
imposing other punishments. Excepting a very superficial exami- 
nation of Teachers, the apportionment of the School funds, and the 
auditing of the Trustees' accounts, the Inspectors did very little of 
what would be called inspection under the present law. The 
Trustees rarely visited the Schools, and the people took very little 
interest in them. Indeed the annual elections were attended by 
very few of the citizens, and these were sometimes collected 
together by the Teacher, who was zealous in his efforts to secure 
the election of Trustees favorable to his own retention in office. 
This state of affairs produced carelessness as regards the qualifica- 
tion of Teachers, the character and condition of School Houses and 
School Furniture, and everything indeed connected with the Public 
Schools. 

To illustrate the carelessness shown, even by Inspectors, con- 
cerning the fitness of Teachers for their duties, I may state that the 
Board, at one time, excused certain Teachers from examination on 
English Grammar, because the children attending their schools 
were not sufficiently advanced to take up that study. And 
Teachers, finding that neither Trustees nor patrons took sufficient 
interest in the work of education to secure a visit to the Schools or 
a kind and cheering word to them, became careless, dispirited and 
mechanical in their teaching. This reacted on the scholars, who 
looked upon their lessons as tasks, grievous and oppressive in their 
very nature, and of doubtful utility. There v^ere some teachers 
who kept themselves au courani with the branches they were ex- 
pected to teach, and their scholars were mostly studious and ambi- 



59 

tious. All honor to such Teachers ! They were striving manfi>Ily 
against the eiFects of a deadly lethargy which was seizing the en- 
ergies of the people and threatening to destroy even the idea of 
Public Education. There w-ere others, however, following the 
Teachers' calling with insufficient preparation for the same. Un- 
able to spell correctly, blundering readers of plain English com- 
position, ignorant of the outlines of Geography and History, and 
intiocent of all knowledge of English Grammar, they rashly 
assumed the important task of educating the young citizens of a 
Republic in which intellectual strength is the surest passport to 
station and power. There were others, however, who had allowed 
their armor to become rusted, although originally well prepared 
for all the duties of their chosen calling. In order to make the 
examination required by the law fair and just to all, and to obtain, 
through its means, such knowledge of the qualifications of our 
Teachers as would enable me to separate the qualified Teacher 
from the unqualified, I issued in the month of September, a series 
of Rules for Examination, accompanied by a Circular Letter ad- 
dressed to each Teacher. Having completed an examination of 
one-half of our Teachers, I find that the per centage of failures is 
thirty-three, and I presume that it will be between that and twenty 
when the whole number shall have been examined. These failures 
are not always indicative of absolute unfitness, but most frequently 
of such inattention to the rudimentary branches as would make the 
Teachers unfit to give proper instruction in the same. Some of 
those w^ho have been rejected have commenced a course of genuine 
preparation, which will make them ready for another examination. 

A uniform plan for all our School-Houses was at one time 
adopted by the Board of Inspectors, but it was not used throughout 
the County. The houses were mostly constructed in accordance 
with the peculiar ideas of the Trustees. In fact they are generally 
square or rectangular buildings, of stone, brick or logs, f'-ee from 
all attempt at architectural adornment, furnished with desks and 
benches of the most primitive character, and but rarely supplied 
with proper out-bouses. Such of these School-Houses as were 
located in the country were frequently used for other than school 
purposes. Itinerant ministers of religious denominations, who 
were too weak pecuniarily to erect churches for their own use, 
most frequently used them as preaching places. Then they were 
etnployed also for political meetings, debating societies, and for 
exhibitions of a miscellaneous character, ranging from moral and 
religious down to comic, and it may be, even worse. The general 
feeling pervading some parts of the County was something of this 
nature, "the School-House is public property, therefore I have the 
right to use it as I please." There are and were some good 
School-Houses, neatly arranged with reference to comfort and 
convenience — and such indicated always careful Trustees, good 
Teachers, and intelligent neighborhoods. 

2. The Schools were supported from the School Fund appor- 
tioned to Frederick County, and an additional sum obtained through 



60 

a levy made by the County Commissioners, in accordance with 
section 5 of a law passed March 20, 1837. The latter varied from 
five to eight thousand dollars: the Commissioners were authorized 
to levy the maximum if the Inspectors requested them to do so. 
The whole amount obtained from these sources was divided amonjr 

• • • ^ 

the Districts in proportion to their respective population between 
the ages of five and eighteen, and was paid to the Trustees. By 
the Act of February 21, 1840, the latter were empowered to apply 
the fund to the erection of School-Houses, the purchase of sta- 
tionery, fuel, &c, the payment of Teachers' salaries, or to the gen- 
eral purposes of the School, as in their discretion they might deem 
best. Additional funds were secured by a charge for every child, 
whose parent was considered able to pay, of twenty-five cents 
(and in some Districts, fifty, or even seventy-five cents) per month. 
This charge was styled monthage. 

The efficiency of the Schools depended entirely upon the ability 
and zeal of the Teachers. Where one of great mental activity and 
enthusiasm was found, whether in a mountainous district or in a 
town, the children generally manifested diligence and enthusiasm 
in their studies. Furthermore, it may be stated that the country 
Schools were generally better than those belongmg to town dis- 
tricts. The citizens, being absolutely dependent upon the former' 
for the education of their children, were constrained to exercise 
some kind of supervision: in towns, however. Subscription Schools 
were always to be found, to which the children could be sent when 
the Public Schools proved inefficient, and hence inefficiency was 
frequently tolerated. 

3. As regards "the general intelligence of the people of this 
County," I may say that there is as much *'good, hard, solid, com- 
mon sense^* to be found within its limits as anywhere in the State. 
There are but few white citizens who cannot read and write. 
Newspapers are read throughout the County, and very clear ideas 
of the principles involved in the late fratricidal war are. possessed 
by all classes, from the ^vealthiest to the humblest. The people 
have submitted to poor Teachers, because better could not be 
secured, but they are now anxious to secure 'the best possible 
Teachers for their children. . 

4. The Public Schools are largely attended at present, and but 
few of the people offer objection to purchasing the new School 
Books. The interest in Public Schools has been steadily increasing 
since the beginning of the Fall Term. This is the case especially 
in those districts where the Schools have been opened. In conse- 
quence of the great want of good Teachers, we have been able to 
open Schools in ninety- four districts only, leaving fourteen unpro- 
vided with Teachers. Our people do not manifest their interest in 
an enterprise by attendance upon public meetings, called with ref- 
erence to the same, nor are they influenced by statements made at 
such meetings, but true to the customs of their forefathers, they are 
always disposed to look at the fruits — the practical results — and by 
these to determine for or against. My engagements have kept me 



. 61 

from visiting all the districts of the County, but I have had frequent 
opportunities for conferring on School subjects with gentlemen 
from all parts of the County, and I believe that the people would 
be willino to submit to a local district tax for the erection, repair- 
ing and furnishing of School-Houses, rather than to a County tax. 
And if School-Houses should be built, furnished and kept in repair 
by taxation on the districts to which they belonged, these districts 
would guard them from injury with more care than under any 
other arrangement. There wouhi also bo rivalry as regards comfort- 
able houses, proper furniture, and suitable ornamental surroundings. 
5. Our Board adopted, in the Fall, a species of sliding scale for 
the determination of Teachers' Salaries; one-third of the children, 
between the ages of six and nineteen, in each School District, 
as reported in the School census of 1864, was assumed as 
attending school, (this was the proportion in attendance under 
the old system,) and salaries were then made to range from $60 
to $125 per term, as minimum and maximum respectively, 
in accordance with the number indicating this thiid. But as 
more than one-third of the children are now attending s.chool, 
this mode of calculation is defective. We feel that this scho- 
lastic year will furnish us with data which will make the 
determination of salaries hereafter comparatively easy ; and these 
data will consist in a knowledge of the number of children actually 
attending school in the County, and of the amount of funds which 
will come into our possession for defraying the salaries of Teachers. 
Then there are certain collateral circumstances, such as the ex- 
pense of living in the different districts, &c., &c., which must also 
be taken into consideration. With these data in their possession, 
the Board will be able to fix specific salaries for each School in 
the County, and they believe that such an arrangement will prove 
more acceptable than any which may regulate salary by the num- 
ber of children in attendance. 

The distribution of Text Books was placed in the hands of the 
Pre.sident of the Board. After carefully considering the subject, 
it was concluded that it would be better to sell the books to the 
scholars, and with the view of simplifying the whole business, 
cash sales were only made by the Treasurer. The amount of sales, 
at the reduced prices, from September to this date is about $4,400. 
The following Table will exhibit the number of boys and girls 
attending school, the aggregate of salaries, with the amounts ex- 
pended in repairs and the so-called incidentals for each separat-e 
Commissioner District. 

Boys. Gitls. Total. Salaries. Incidentals. Repairs. 
First Comm'r Dist. 477 309 786 $1,372.12 $315 64 $51.70 
Second " " 191 197 388 684.42 10186 83.87 

Third ''' " 349 365 714 1,185.34 235.68 

Fourth '' " 262 291 553 744.38 32.88 116 49 

Fifth " " 456 500 956 1,532.45 127.97 

Sixth " " 281 288 569 844.52 27 88 74.72 
Seventh " " 222 228 450 644.25 107.50 

2238 2173 4416 $7,007.48 $949.41 $326.78 



62 

6. The Scliools can be continued three terms with the present 
income, and may be kept open for four, if the last quarterly pay- 
ment of School Tax be equal in amount to the first. 

7. The law is on the whole a very good one. Some amendments 
and additions are needed. The District should be taxed for the 
erection and repairs of School- Houses, for furniture, and for repairs 
done the same. At present there is no fund from which these can 
be secured. There must be some provision looking towards en- 
forcing regular attendance upon Schools. The Presidents of the 
larger Counties are overworked; and, with all the zeal and energy 
they may possess, it will not be possible for them to perform fully 
all the duties devolving upon (hem. No man, fitted for such a 
position, would be attracted by the salary offered — yet there is no 
reason why his labor of love should be one so wearisome and 
exhausting. Chapter IV. of the law might be so modified as to 
leave it discretionary with the State Superintendent to assign a 
smaller number than fifteen School Districts to the President, and 
indeed to relieve him altogether from the practical duties of a Com- 
missioner District, if he were to ask such relief. 

My report has been thrown very hastily together, after two 
weeks hard work in examining Teachers. It may not be what 
you wajit. It is not such as I wished to send. I designed in it to 
say, that the new system is a great improvement on the old — that 
a spirit of interest in the Schools has been making itself more and 
more prominent every day in our County — that the Schools are 
largely attended — that the people have made very little objection 
to purchasing the Text Books selected by the State Board — and 
that some fruit has already been secured as a reward for hard and 
earnest labor: — and, on the other hand, that we want School- 
Houses, School-furniture, and ornamental appliances for the out- 
side and inside of our Schools — more time at the command of the 
President to visit his Schools — and more Teachers imbued with an 
enthusiastic love of their calling — men to whom Fichte's expres- 
sion — "TAe Teachers, they shall shine like the starsT* might be 
applied. 

Sir — Allow me to append the following paragraphs to my report 
of 23d instant. 

State Normal School. — The first section of the Chapter regarding 
the Normal School, provides that "it shall be located in the City of 
Baltimore until the Board of Education otherwise direct." I pro- 
pose to give some reasons why the Board of Education should 
"otherwise direct." 

1. The City Council of Baltimore have refused to take action 
with reference to providing a suitable building for the uses of this 
School. This will matie it necessary for the Superintendent to rent 
buildings for the purpose. 

2. The expense of living in Baltimore will be so great as to con- 
fine the advantages of the School to citizens of that city, whose 



63 

families being there resident, may make such expense less onerous 
than it would be to strangers. Teachers are needed mostly in the 
Counties, and they generally come from families in moderate cir- 
cumstances, or from those that are fighting a constant battle with 
poverty. To such the high price of boarding would constitute an 
insuperable obstacle to their availing themselves of the benefit of 
the proposed School. 

3. The attractions of a city life to those brought up in the coun- 
try, are calculated to destroy, rather than to build up habits of care- 
ful stud^? and laborious research. This is so frequently the case 
with medical students, and others whose professional studies 
require attendance upon lectures in cities, that home habits of 
industry and morality are often entirely destroyed. The quiet 
retirement necessary for a Training School, has been so generally 
recognized by other States that have been establishing Schools of 
this kin I, that they have avoided the Metropolis of the Stale, and 
sought out locations in county towns, remote from the noise of 
cities. 

If these arguments have any value as directed against Baltimore, 
they are also possessed of force as pointing towards some other 
place in the State more suited for the location of the proposed Nor- 
mal School. I take the liberty of naming Frederick, for several 
reasons which I hope may be considered by yourself and the State 
Board sufficiently strong to secure a careful consideration of the 
proposition. 

1. Healthy location. There is no town in the State, whose repu- 
tation in this respect is more satisfactory. It is free from diseases 
peculiar to regions where malarious emanations prevail, as well as 
from those which arise from overcrowded and filthy cities. Epi- 
demics of a special character are unknown in this place. 

2. Accessibility. The Baltimore and Ohio Rail Road will enable 
the place to be reached by pupils from the Eastern, Western and 
Southern portions of the State. In fact it is just as accessible as 
Baltimore. 

3. Economy to Teachers, Boarding in Frederick would cost 
about one-half or two-thirds as much as in Baltimore. This is a 
very important item, as has already been stated, and must enter 
largely into a proper consideration of a suitable location for the 
Normal School. 

4. Economy to the State. The State owns a lot containing about 
twelve acres, situated on a hill south of Frederick. The situation 
combines the attractions of beauty and salubrity. Moreover, there 
are two large stone buildings now on the ground, in admirable 
condition of repair, which with very little expense could be used 
for the Normal School. This ground was originally the property 
of the Colonial Government, and the buildings were erected as 
barracks for quartering troops. 

5. Model Schools. There are now in attendance upon the Pub- 
lic Schools of Frederick, between five and six hundred scholars. 
All the advantages derived from having proper Model Primary 



64 

and Grammar Schools could be fully obtained here, and under cir- 
cumstances not calculated to distract the pupil-teacher's attention 
from his work, but rather to call forth all the ability and zeal he 
might possess. 

In addition to the above reasons for not selecting Baltimore, 
and for taking Frederick as the location of the Normal School, 
allow me to add that justice to Western Maryland would be done 
by placing the School at Frederick. The new law continues the 
State donations to St. John's College, Washington College, the 
Agricultural College and the Baltimore Female College, while it 
appropriates nothing for Institutions equally as important and 
quite as well known throughout the land. T refer to the Male 
and Female Seminaries in Frederick and Hagerstown. Free 
Scholarships are offered to meritorious scholars among the gradu- 
ates of the County High Schools, but these Scholarships can only 
be made available by incurring the expense of living in one or 
other of the two most extravagant places of residence in the State, 
viz: Annapolis and Baltimore, or by hunting up an Institution 
located near Chestertown — or by prosecuting a course of studies 
in Prince George's County. The Free Scholarships tv youths 
from Western Maryland will be of no avail, in consequence of the 
expense attendant upon living where these Institutions are located, 
or upon their inaccessibility. There seems therefore to be a 
necessity that some part of the general machinery employed in carry 
ing out the Free Public School System of Marylan'd should be 
located in one of the Western Counties. 

Hoping that this communication may serve at least to attract 
attention to Frederick as a suitable place for the location of the 
Normal^ School, and that such examination may be given to the 
suggestion as its merits and importance may deserve, 
I have the honor to be your obed't ser'vt, 

LEWIS H. STEINER, 
President Board of School Commissioners 

of Frederick County.. 



HARFORD COUNTY. 

In this Report I can do little more than answer the several ques- 
tions asked in yours of 1st instant. 

Question 1. Condition of the Schools under old local laws, &c.? 

The condition of our Schools under the old local law was any- 
thing but satisfactory. During the past seven years, many persons 
have said to me that almost any charge in the School law "would be 
an improvement. Teachers felt themselves accountable to no one 
but the Board, and as the Board could not visit and examine the 
Schools, each Teacher was sole judge of his or her own work. 
Teachers were irresponsible persons, under no supervision or con- 
trol; and receiving neither instruction, reproof i^ov encouragement. 



65 

There was no emulation among themselves, no advancement in 
scholarship, and no inquiries respecting the best methods of instruc- 
tion. They trod around the old beaten track year in and year out. 
Many, who have taught for the last ten years, are no better scholars 
now than when they commenced. They advanced their pupils to a 
certain grade and there kept them for years in idleness — forming in- 
dolent habits from which many will probably never recover. The 
only object in their attendance at School would seem to have been 
merely to swell the Teacher's report and exhaust the public funds. 

I make these statements from personal knowledge. In many 
Districts, too, the School Houses are destitute of everything that 
looks to comfort or convenience. 

Ques. 2. By w^hat funds supported ? 

The Schools were supported by a tax of twelve cents to the one 
hundred dollars, and the dollar per quarter called "tuition," and. 
also by the State Fund. 

Ques. 3. Of the general intelligence, Scc.l 

The intelligence of Harford County is not what it should be, and 
yet there are comparatively few who cannot read and write. 

Ques. 4. Evidences of zeal in sustaining Public Schools 1 

I have already received some flattering promises from patrons re- 
specting Schools. Many have said, that in order to procure a good 
Teacher, they were willing to supplement hi& salary by private con- 
tribution. People generally profess great confidence in the new 
system. They are looking to it for good results, and are anxious to 
see it carried into successful operation. 

Ques. 5. Teachers' Salaries — Distribution of Books, &c.'? 

For Teachers' salaries, see appended notice. Books will be 
charged to Teachers, and sold by them to pupils for cash on deliv- 
ery. Experiment has proved this to be the best course for us. The 
mode of distributing for the present is — each Commissioner receives 
in Bel Air the Books for his District, and attends to their distribu- 
tion. This is merely a temporary arrangement for the present term. 

The amount paid in salary cannot now be stated, from the fact 
that some of the Reports have been sent back for correction. I may 
be able before the fifteenth, to send you the correct amount, also the 
exact number of scholars attending School during "Fall Term." 

The following circular, which was sent to every teacher, will 
explain our mode of regulating salaries : 

1. All pupils attending School less than thirty days during a 
Term, will be ignored in calculating Teachers' salaries. 

2. Calculating Salaries. — Ascending Grade. 

Definite salary for 15 pupils, ^60 

For every pupil from 15 to 25 an advance of. . . • . ^L.'^O each. 

«• " " " 25 to 35 ♦' " 1.00 " 

*♦ " " ♦' 35 to 60 " " 50 " 



66 . 

Descending Grade. 

For 15 pupils — salary, „ $,Q0. 

From 15 to 12 deduct $1.50 each. 

'^ 12 to 10 *' 1.00 '* 

" 10 downward, 50 " 

Example. 

15 pupils $60.00 11 pupils, $54.50 

14 " 58.50 10 " 53.50 

13 " 57.00 9 *' 53.00 

12 '' 55.50 8 '* 52.50 

3. Teachers must collect from their patrons all incidental expenses — 

Rent, Fuel, &c. 

4. Teachers must make their Reports full — even to the number and 
kind of Books required. 

Ques. 6. How long can Schools be kept in operation 1 

Three Terms. 

Ques. 7. Opinion respecting the New System 1 

My own opinion, which seems to be the opinion of nearly every 
person who has studied the law and knows anything of the system, 
is that it is admirably adapted to the wants of the Counties, and we 
trust of the Cities also. The restrictions and supervision under which 
Teachers are now* placed will work wonders for them, as M^ell as 
for their pupils. Already in some parts of this County, evea the 
older and more experienced Teachers meet in classes at some con- 
venient School House, on Saturday, for mutual instruction and 
improvement. 

Such a course as this I had never heard of before. They are be- 
ginning to realize that the office of Teacher must be magnified. 

There is but one suggestion I shall take the liberty to make, and 
that is to change the law so as to exact a term fee for every pupil 
who attends School twenty days — say one dollar per term. The 
law, however, as a whole, is undoubtedly a good one, and rather 
than risk many changes by special legislation, I would cheerfully 
submit to it as it stands. The danger is that the Legislature, once 
induced to alter or amend, may whittle the original entirely out of 
shape. 

Very respectfully, your obedient serv't, 

T. S. C. SMITH, 

Prest. Board School Commissioners, Harford Co., Md. 



HOWARD COUNTY. 

Your letter of the 1st instant, soliciting information in reference 
to the Schools of the County, and also the former management 
thereof under the old local laws, has been received. 

In reply, I will answer your questions in the order in which they 
are given. The condition of the Public Schools under the old local 



67 

laws, I have found to be not so good as I would like. The School 
Houses, with their furniture, in many cases, were wholly unfit for 
the purpose for which they were used. They were dilapidated, 
and in many cases out of the way, and inconvenient to be reached. 
I found two School Houses surrounded by ^private property, and 
fenced in by 'private fences, and they had the appearance of a desert 
surrounded by a.n oasis. I found the Teachers in too many cases 
unsuited to their profession ; yet I found many honorable exceptions, 
and I give them praise for their proficiency in Teaching. Such 
changes will be made as the interest of the Schools require. 

Under the old local laws, on the first Monday of May in each 
year, three Trustees were elected by the taxable inhabitants of the 
different School Districts, and they managed the Schools for one 
year. The poor condition of the School Houses, and the apatliy of 
some of the Teachers, may be attributed to the fact that some of the 
Trustees under the old system seldom visited the School room, and 
left the Teacher to be the sole manager of the School affairs. 

Parents must share the responsibility with the Trustees, for they 
have been negligent in visitinof the School rodm, and until children 
find that their parents are interesting themselves in their behalf by vis- 
iting them at the School Houses, they will not study, and will not im- 
prove as they would do if the spirit of pride and emulation was 
fostered by such parental visits. 

The funds supporting the Schools are derived from the County ap- 
propriation of seven thousand dollars, and the State appropriation of 
about thirty-three hundred dollars, which added to the ^8,000 (I 
write from memory,) derivable from the fifteen cent tax, will sup- 
port our Schools during the whole year of 1866. January 1, 1867, 
the County appropriation of $7, 000 ceases, and it will be incumbent 
on the people to make other provisions for a County tax. I am 
pained to say, that in too many cases, the Schools have not attained 
the eflEiciency that the former appropriation would justify ; but I am 
glad to say I believe them improving. 

I believe that in general intelligence the people of this County will 
favorably compare with any County in the State ; and I think there 
are few white adults who cannot read and write. 

I think that with proper management of the Schools, the zeal of 
the inhabitants will increase, and they will show a willingness to 
bear the expense of erecting and furnishing School Houses. The 
Board of School Commissioners of this County have agreed to pay 
$10U per quarter for 15 pupils; for the next 10 pupils $1.50 each ; 
and Si. 00 each for all pupils over 25. When the School numbers 60, 
the salary will reach -$600 per year. For Assistant Teachers the 
salary has not been arranged, but that must soon be done, as one 
School now numbers over the 60 pupils required by law. The 
Teacher has applied for an Assistant. 

The Text Books are required to be purchased by the pupils, if the 
parents are able to supply them ; or they can hire them at $1.00 for 
the School Term. Should any be too poor to purchase or hire the 
Text Books, the gratuitous use is always allowed, that all pupils of 
the School District may have the opportunity to attend School 



68 

Having visited all the Schools by the 16th November, ultimo, I 
found as having attended School during that Fall Term, 409 boys 
and 338 girls. The amount of salaries for said Fall. Term, will 
amount to about $2,300 ; the incidental expenses about $200 ; re- 
pairs to School Houses about $300, including three stoves furnished 
to the Schools No. 4, No. 15, and No. 25. 

Books and Stationery have cost about $700, making the expense 
of the whole Fall Term $3,500, With our funds, the Schools of 
the County can be continued during the whole year of 1866. 

In reference to changes in the School Law, I would suggest that 
the Presidents of the Boards of School Commissioners should be re- 
lieved from employing Teachers, and atterding to the repairs of 
School Houses, &c. The whole duty of the President should be to 
examine the Teachers and the Schools, and see that everything is in 
good condition. 

I would suggest that the Tax Commissioners of the Counties 
should be empowered to levy such an amount of money, on the 
School Districts, as the inhabitants shall apply for, to build School 
Houses, &c. I would further suggest that all children from seven 
to twelve years of age, should be required to go to School, or the 
failure to go be deemed a penal offence. 

I am, very truly, yours, 

SAM'L K. DASHIELL, 

President of the Board of School Cormnissioners 

of Howard County^ M3, 



KENT COUNTY. 

In accordance with the wish expressed in your communication 
of December 1st, 1865, I have the pleasure to report that the New 
System of Public Schools was inaugurated in this County in Sep- 
tember last. Under the old law, the Schools had, with very few 
exceptions, attained but a very slight degree of efficiency, many of 
them being taught by persons destitute of the necessary qualifica- 
tions, either of scholarship or aptness to teach. It could not well 
have been otherw ise, when' it is understood that as a general rule, 
these Teachers received for their services only the sums levied by 
the County and appropriated by the State, seldom exceeding in 
amount two hundred and fifty dollars per annum. 

In some cases this amount was increased by voluntary contribu- 
tions, but very rarely so much as to make adequate compensation 
for a first-class Teacher. The School Houses were mainly old, 
dilapidated structures, wholly devoid of taste, or even of ordinary 
comi'ort. There was, I may say, really no supervision. It was 
the duty of the Trustees, it is true, to examine both Teachers and 
pupils, but a duty which the majority of them evidently thought 
"more honored in the breach than in the observance." 



69 

While a few. alleged the want of time for its performance, the 
most of them excused themselves on the honest plea of inability ; 
so that Teachers were generally taken on trust, and the children 
deprived of the powerful incentive which a systematic course of 
examinations can alone furnish. 

If the enterprise and business capacity of a people could be taken 
as a correct standard of intelligence, few communities would excel 
the adult citizens of Kent County; bu.t shrewdness is not intelli- 
gence, and a high degree of capacity for business may co-exist with 
an extr<?mely defective education. 

Of such, there is undoubtedly a great deal in this County ; but 
the number who can neither read nor write, 1 am disposed to be- 
lieve, in the absence of any reliable statistics, is not large ; not» 
perhaps, exceeding 10 per centum. 

Our citizens seem to know the value of education ; but, for a va- 
riety of reasons, do not accord to the Public Schools that hearty 
and zealous support which would place them at once in the posi- 
tion they should occupy. The inefficiency of the former system, 
the increase of taxation, and the advanced rates of living, are among 
the causes of apathy ; but at the foundation of all, lies the great 
•error of placing a merely utilitarian value upon the Public Schools, 
with little or no regard to the intrinsic value of education, beyond 
a tolerably good investment. But I think there is a more healthy' 
feeling growing up, and have no doubt that the people will soon 
cheerfully assume the burden of remodeling and beautifying their 
School premises. 

The Board of School Comipissioners of this County adopted the 
graduated system of salaries, as recommended by the Commission- 
ers' Convention, held in the City of Baltimore, in August last, 
making three hundred dollars the minimum, and increasing two 
dollars and fifty cents each, per session, for the first ten pupils above 
fifteen, one dollar and fifty cents for the next ten, and one dollar 
for the next twenty-five. 

With us, this plan has not been found to work well, and we 
shall, I think, be obliged to modify it essentially, or to abandon it 
altogether. 

In the distribution of Text Books, our plan has been to take the 
receipts of Teachers, and deduct upon settlement, the amount ac- 
tually sold, from the salary due. Hitherto we have kept five de- 
positories, but now that the main distribution has been made, the 
number may be reduced to three, or perhaps two. This mode of 
distribution has been attended with no other expense than cartage 
from the boat to the place of deposit. 

The question of the duration of our Schools is one of considera- 
ble difficulty. Upon the basis of the reports of the session ended 
November l5th, it would be easy enough to make a reliable calcu- 
lation, but there are now four Schools in operation, which were 
then vacant, and one or two others may soon be opened. Besides 
this, I am very confident that but little more than one-third of the 
children of suitable age to attend, were in the Schools during the 



70 

Term mentioned, in consequence of the general prevalence of sick- 
ness. 

Then again, the amount of funds which may be at the disposal of 
the Commissioners, is yet uncertain. The County Commissioners 
whose term of service has recently expired, failed to make the usual 
County levy for School purposes ; but if their successors shall see 
proper to correct the mistake, of which I have strong hope, it would 
give, I think, a fund sufficient to continue all the Schools to the 
end of the scholastic year. If not, they cannot be kept open longer 
than the first of May. 

The aggregate amount paid to the Teachers of twenty- five 
Schools, for the session closed November 15, 1865, was $2,273.51. 

For incidental expenses, including slight repairs, stoves and fuel, 
was $751.64. 

For old claims against former Trustees, $1,232.44. 

The number of pupils attending all the Schools, for the same 
Term, was — boys, 364; girls, 335 ; total, 699. 

It should be remarked, in regard to the item of incidental ex- 
penses, that a large portion of the outlay was for stoves, of which 
a large number was indispensably necessary ; this expenditure 
will not be so heavy again perhaps for several years. 

The present system is, in my opinion, a good one, and is, I am 
confident, rapidly gaining friends in this County. It will work its 
own way to public favor. With Teachers selected with strict re- 
gard to their qualifications, and held to a rigid accountability for 
the faithful performance of their responsible duties, and, at the same 
time, so thoroughly imbued with professional prjde and zeal, as I 
know many of them in this County to be, as to require no spur of 
supervision to be applied, except to develop their abilities, I 
have no fear but that its excellence will be acknowledged by all 
candid minds. 

It has, of course, some defects ; all new systems are liable to 
such. A little experience will serve to correct these, and then the 
State of Maryland will be blessed with as ample means to give to 
all her sons and daughters a thorough education as any of her sis- 
ter States in this glorious Union. 

The amendments which I would advise will be presented in a 
separate paper to the Committee on the Revision of the Law, ap- 
pointed by the Commissioners' Convention. 

COLORED SCHOOLS. 

By the liberality of a benevolent Association for the improve- 
ment of the colored people, seven Schools for the education of col- 
ored children have been organized in this County, of which five 
are still open. 

The building in which the School near Millington was kept was 
destroyed by fire, most probably accidental ; and one near Rees' 
Corner, was, without doubt, fired by incendiaries. 



71 

The Teachers of these Schools have submitted to the customary 
examination, and obtained "Permits" to teach as in other cases. \ 
have also visited the Schools and examined the pupils, and it af- 
fords me pleasure to state that their orderly deportment and close 
attention to their studies, are worthy of high praise, while the pro- 
gress they have made from a condition of almost absolute igno- 
rance, gives promise of complete success. 

As the Text Books used in these Schools are enti^-ely different 
from those used in the Schools for vi^hite children, and the form of 
Report for the latter is not adapted to the former, I did not require 
Reports from these Teachers, especially as they were pecuniarily 
independent of the State system of instruction, and were required", 
as I understood, to report to the Association in Baltimore. 

I should estimate the aggregate attendance of pupils, in all these 
Schools, up to November 15th, 1865, at one hundred and fifty 
children. 

Besides these, Night Schools are opened in the same houses, and 
in charge of the same Teachers, for the adult colored population. Of 
these my information is too slight to enable me to say anything 
definite. 

Objection has been made to these Night Schools, on the ground 
that hired hands attending them lose so much rest as to unfit them 
for labor ; but T think experience will show that the same condi- 
tion of things has existed from time immemorial. 

If the laborer did not attend School at night, he did engage in 
the "'Coon and 'Possum hunt," and other pursuits yet more ques- 
tionable, so as to unfit him for the labors of the following day, in a 
much greater degree than the pursuit of knowledge is likely to do. 

I apprehend that these Schools for children could be made more 
efficient by being required to report to this office, and thus being 
brought into closer relation to the State system. 

A tax upon dogs owned by colored people, and the regular fee 
for marriage license, which they should pay, and which they would 
readily pay, would add to their School Fund enough, probably, to 
relieve the Association of the support of their Teachers, and ena- 
ble the State to educate their children.' 

Very respectfully, yours, 

HOWARD MEEKS, 

Prest. Board School CommWs of Kent County. 



72 

MONTGOMERY COUNTY. 

. I have received your letter of the 1st December, asking certain statistical 
information in regard to the condition of the Public Schools of our County, 
and suggesting the following topics to which my replies should be necessarily 
directed. 

" First, the condition of the Public Schools under the old local law ; by 
what funds' su|)ported, and what degree of efficiency the schools attained," 

I find that the most complete answers which it is in my power to make, 
to these interrogatories, are contained in the two Annual Pieports which it 
was my duty to make, for the years ending June 30th, 1861, and 1862. 
Although very willing to save you the trouble, by making a summary of 
these small pamphlets, it seems better, on reflection, to place the whole in 
your hands. The reports are brief, and so divided, that you can readily select 
information upon the points you may desire to have laid before you. 

You will find from these Reports that a very good Local School Law was 
made for pur County, in 1860, and a system not very dissimilar to the pre- 
sent, was inaugurated, and carried on for a year with tolerable success. 
But, in the following year, the working features of the system were crip- 
pled effectually by an " amendment " of the law which took away our 
funds, as shown in the Report for 1862. The School system dragged 
along from that time, but never recovered from the blow thus dealt. 

Our experience thus affords strong evidence in favor of the necessity of a 
general State law, that protects the Schools from hasty local legislation. It 
is my full conviction that if no obstruction had been thrown by the Legisla- 
ture in the way of our operations commenced in 1860, we should have a much 
more favorable report to make of the Schools for the quarter ending Novem- 
ber 15th, 1865. 

This is the next point of inquiry. 

The number of pupils, who attended school, shows boys 544, and 481 
girls, total 1,025. 

Aggregate paid for salaries of teachers $2,720. 

Incidental expenses, (about) $150. 

Number of Schools in operation thirty-five. 

Our Board adopted the *' Sliding Scale " in fixing the Teacher's salaries, 
beginning with a minimum of $75 per Quarter, for fifteen scholars and 
under, and increasing by the rule laid down in the By-Laws, that is, adding 
$2 per pupil from fifteen to twenty-five, $1.50 from twenty-five to thirty- 
five, $1 from thirty-five to sixty ; but we have agreed, with the view of 
making the salary of the Teacher as good as can be at present, and at the 
same time offering a premium for his promoting attendance, to count as full 
pupils all who attend more than half the number of days in the Quarter ; 
and, of those who attend . less than half that number, we add up their days' 
attendance, and divide by the whole number of days in a Quarter, and 
carry the quotient to the number first named. This seems somewhat com- 
plicated, but it serves to promote attendance, and swells the Teacher's salary, 
always too little for a good Teacher. 

The five School Commissioners, comprising our Board, agreed to receive 
and distribute the new books among the Teachers. This plan involves 
considerable labor, but it has important advantages. We all have vehicles, while 
the Teachers have node. Besides, by taking the books in person, the Commis- 
sioner can urge with more effect than the Teacher, the importance of their 
general diffusion, can explain the low terms on which they may be purchased, 
&c. Probably, when the schools are once well supplied, it may be left to 
the Secretary of the Board to take the entire charge of distributing books. 

Under this head, I may remark that the new books take very well in some 
.Schools, and go off slowly in others. The return of sales made to me during 



73 

the first two weeks after being distributed, varied from $1.68 to $33. On 
the whole, it is my impression they are beinc^ introduced in our County, 
quife as fast as could be reasonably expected. Parents feel aggrieved at first, 
that they should be required to throw away the old school books, so that the 
substitution must be a work of time. 

But if we escape the misfortune of a selection of different books by a 
differently constituted State Board, I think it will not be long before a most 
desirable object will be accomplished in the use by all the Public Schools, of 
a uniform series of Text Books. Already I see a beneficent change bemg 
worked in this way, especially in the less favored parts of the County. 

*• How long," you inquire " will you be able to continue the Schools with 
the present income ? " , 

It is known to you that the section of our present School Law, which was 
devised for the object of continuing the local school' appropriation until 1867, 
was disregarded by the Commissioners of Montgomery County. Consequent- 
ly that source of income, so necessary to build and furnish new School- 
Houses, is cut off from us. We will, therefore, be unable to contmue the 
Schools during the entire year. From present appearances, the/ will be closed 
at the end of the third quarter, the 15th of April. We are enabled to extend 
the session to that time, through the occurrence of several favorable circum- 
stances—the principal one being, that by the operation of the just and 
beneficent system of distribution of the funds from the State Tax, adopte^l m 
our School Law, our comparatively poor County receives help from its more 
favored sisters. . 

In reply to your inquiry in regard to the zeal of our people m sustaining 
the Public School System, and also their actual status in regard to general 
intelligence, I have to say, that the majority do not appear to be very zealous 
in the cause. In fact there exists a great degree of apathy. It has not taken 
hold of them in the right way as yet. But there are some pretty good 
reasons for this lack of interest. They have tried several different 
School systems, and they complain with some show of truth, that the bene- 
ficial results visible so far are scarcely in proportion to the expense incurred. 
It is stated in the First Annual Report, herewith sent you (p. 15,) that there 
were 450 white people in the County, in the year 1860, above the age of 
twenty, who could not read and write. The fact of the existence of .such 
deep darkness, in our midst, ought to stimulate us to the most vigorous efforts 
remove to it, and I believe it will. 

Our people have suffered much in their property from the late tearful 
civil strife, and still more in their mind and feelings. But a brighter day is 
coming— the dawn is distinctly visible— light is dispersing tlie mists. Slowly, 
however. 

In conclusion, as you as ask me to state my opinion of the School Law, 
I can say with some confidence, that the more I have examined it and the 
farthef I have seen it tried, the higher is my opinion of it, as a good working 
system, well adapted to the wants of the people of Maryland. 

Improvements to the machine I anl not prepared to suggest— should be 
shy of suggesting— until I have seen it running some time longer You have 
added a feature in the By-Laws, which in my judgment will be very bene- 
ficial, in providing for the appointment of a School Visitor, or local trustee. 
Great care should be taken to select the right man for the post; 1 could 
wish there had been a printed commission made out for the appointee, just to 
give more show of importance to it. . 

I think the School Law is good ; but must add that one of its most essential 
provisions is not yet put into operation. I refer to that for establishing a 
Normal School. Without such an institution, I. do not see where or how we 
are to find competent teachers. Without competent teachers (and they are 

10 



74 

very rare,) the best system must prove a failure. It is absolutely true, for 
Schools, that, 

" For forms of government let fools contest 
That which is best administered is best," 

Do give us a Normal School. 

I am &c,, &c., &c., yours, 

WM. H. FAKQUHAR. 

P. S. — To give a more definite answer to your query about the condition 
of our School-Houses, I would say that among the 45 there are (in round 
numbers,) 

10 miserably bad. Furniture ditto, 

10 bad, " " 

10 indifferent * " 

15 pretty fair, " considering," furniture ditto. 



PRINCE GEORGE COUNTY. 

Your letter, December 1, embracing several interrogatories with regard to 
the condition of our Schools was received, and responded to immediately, in 
a general way, with a promise to furnish a more concise statement afterwards. 
I regret still my inability to give a detailed and satisfactory statement as 
intended. 

1st, The condition of the Schools under the old local School Laws, has 
always been lamentably deficient. The School-Houses are generally uncom- 
fortable and present a dilapidated aspect. Very few have any architectural 
proportions. Furniture of the most primitive character. Seats without 
backs, and desks correspondingly rude. 

Many of the Teachers are competent and intelligent gentlemen. Some, I 
regret to say, are so pal]Dably deficient as to justify their immediate removal. 
The mode of supervising the Schools, heretofore, has been by Trustees, who 
were elected by the patrons and tax payers residing in their respective dis- 
tricts. 

2. Schools have been supported by funds obtained by taxation. The sys- 
tem, according to my experience and observation has been very inefficient. 

3. The opulent classes constitute a large proportion of the people of this 
County, and among them there is much intelligence. Among tlie poorer 
classe, there is much ignorance. If I were to say that one-half of the 
latter could neither read nor write, I would not be accused of making an 
exaggerated statement. 

4. I have seen, on many occasions, much hostility manifested to the adop- 
tion of the new system in this County, But the prejudices in evCTy in- 
stance, may be attributed to the almost complete failure of the old system. 

There is also, I think, a corresponding indisposition upon the part of the 
tax iDayers, for the same reason, to erect and furnish School-Houses. 

6, Our Board at its last meeting fixed the minimum salary of Teachers at 
$350 per annum, with the graduated scale, as directed in the By-Laws, Art. 
9, Sec. 4, ■ 

The number of boys and girls who attended School during the term ending 
November 15, 1865, amounted ,to a little upwards of one thousand. The 
aggregate amount of salaries paid to Teachers was, I think, about four thou- 
sand dollars. The precise amount of incidental expenses was less than one 
hundred dollars. 



75 

6. I am not prepared to say how long we shall be able to continue the 
Schools with the present income. 

The County Commissioners having declined to levy the State School tax, 
we are entirely dependent upon our County revenue. 

7. In my opinion the School Law is admirably adapted to the object in 
view. The system contemplated is simple, comprehensive and inductive, 
and only requires time to develop its merits and to receive the emphatic com- 
mendation of all classes. The graduated series of books prescribed for uni- 
versal adoption in the Schools, is an admirable feature in the system, and is 
calculated to meet the wants of the children. 

Eemarks.— I regret to say we are, in this County, still in the transition 
state with regard to the School System. Perhaps we would at this time 
compare unfavorably with any County in the State. But such is my entire 
confidence in the practical superiority of the system; that I believe with a 
persevering adherence to its provisions and requirements, we shall soon 
emerge from our present obscurity and achieve ultimate success. 

I have no doubt, after we receive our Text Books, and get the whole ma- 
chinery in working order, we shall be supported by an appreciative people. 
As far as my observation goes, I believe nothing retards the prosperity 
of our Schools more than the irregular attendance of the pupils. Perhaps 
some legislation in reference to this matter might prove salutary. 

In conclusion, I would suggest that a sufficient number of the By-Laws be 
sent to every School Teacher in the State, in order to supply each parent 
and guardian with a copy. It would be of great mutual advantage. 
I am. Sir, very respectfully, 

Your obed't Serv't, 

JNO. H. BAYNE, 
Fres't Board of School Comm'rs. 



QUEEN ANNE COUNTY. 

I arrived at home at a late hour last night after finishing a complete tour 
of the County and making a personal inspection of every School tlouse, and 
nearly every School. Two or three Schools, at the time of my visit, were 
closed for the day, for causes that the Teacher could not control. We have 
in the County forty-five Schools and forty-three School-Houses. We occupy, 
by permission, the Vestry Ptcom of a Church in one District, as a School 
room, and a Church in another District. Of the forty-three School Houses, 
six are of brick, thirty-one are frame houses, and six are log houses. The 
brick houses are in tolerably good repair, but they are too small, and there- 
fore, uncomfortable. Of the frame houses about twenty are in good 
order, and eleven want repairing or rebuilding. The log houses are all in 
bad condition. Evevy house needs suitable School furniture. Some need it 
of course, more than others, but there is absolute necessity of improvement 
in all. They are all without Globes, Maps, or Charts of any kind, and many 
of them without even a Black-board, and what is equally to be deplored, we 
have no funds to supply these deficiencies. I am entirely unable to give you 
the average attendance of scholars for the term ending November 15th, as 
the Teachers did not receive their registers until two or three weeks after the 
close of the term, and did not keep a regular record of attendance, except in 
two or three instances. The number of scholars registered in all the schools 
is seven hundred and ninety-seven, ranging from fifty-four, the highest num- 
ber, down as low as five. The number five is the number in one School 



76 

only. The Schools have all been in operation since the 1st of September 
except one School, which we closed at the end of the Fall term for want of 
scholars. It will be re-opened, in all probability, on the 2nd of January, 
1866. The number of boys attending school is four hundred and twenty- 
five, of girls three hundred and seventy-two. 

The above is as faithful an exhibit of the condition of our Schools as I can 
furnish, but it is by no means a fair exhibit of what the Schools ought to 
be. We have had a good many things to contend against. Our oldest 
citizens say, that there has not been as much sickness hi our County, parti- 
cularly among children, for any year for the last forty years, as during the 
past Fall, and this alone had almost broken up our Schools in some neigh- 
borhoods. Another cause is the great scarcity of labor. Farmers have been 
compelled to keep their larger children at home to assist them in their farm- 
ing operations, and the smaller ones, because the larger ones could not 
accompany them to School. I have had many assurances, however, that the 
attendance will be much better after the commencement of the new year. 
So much for general facts, I will now take up your last communication and 
give such information as I can upon the various topics embraced in your 
questions in the order in which they occur. 

Your inquiries as to the condition of the Schools under the old law, the mode 
of supervision, &c., have been answered above, except the supervision. The 
Schools were nominally under the immediate supervision of three Trustees for 
each School, who appointed the Teacher, and then considered that their' 
duties for the year were finished. The Teacher had to procure, as he could 
best do, all necessaries for his School House, or go without them, and the 
consequence was, he went without them as a general rule. There were 
appointed biennially, by the Orphans Court, five School Commissioners, who 
met, I think, twice a year, to distribute the School funds among the Schools; 
they made a report of their proceedings to the Orphans Court, and considered 
that their duties were all performed. It was not considered to be the duty 
of anybody to visit the Schools and see that, the Teacher performed his duty, 
or at least such a duty was never performed. Under such a state of affairs, 
it was impossible for the Schools to attain to any great degree of efficiency. 
Our people are, as a general thing, an intelligent people, and in my opinion, 
there are comparatively few, who cannot read and write. There are some 
who have never enjo} ed the blessings of instruction, and can neither read 
read nor write. 

I cannot say that I have noticed any disposition among our people to go 
to the expense of building suitable School Houses. While they seem to 
favor the cause of education, and to be friendly to the new system, they at 
the same time entertain the idea, that our Board is to do everything of this 
kind. They pay tneir taxes and then seem to consider that their part is 
done. I hope to see a better state of things in this respect, should not some- 
thing occur to make them oppose the system instead of favoring it. 

Before we received the By-Laws, we had determined to pay our Teachers, 
without regard to the number of their pupils, one hundred dollars per term, 
a,nd as we had engaged them until the 1st of February, that will be the 
salaries for the time they are engaged. We have adopted the plan of selling 
the Text Books to the scholars, and each scholar owns the books he uses. 
We Piiid for salaries for the term ending November 15th, the sum of $4,500. 
The amount of incidental expenses I am unable to give you, because some 
things necessary for the Schools have, been furnished by the School Visitors, 
and the bills have not yet been presented to the Board. The amount, how- 
ever, will not exceed $300 to the best of my judgment. While our present ' 
income shall continue, we will be able to keep our Schools in operation, and 
gradually lay by a small surplus to improve our School Houses, beginning 
with those in the worst order, and continuing until the work shall be accom- 



77 

plished. But if the County Commissioners should be prevented by the Law 
from making a levy in our favor after the year 1866. nearly half our Schools 
would have to be closed, as the amount received from the State Treasury as 
part of the tax of fifteen cents on the hundred dollars will be totally inade- 
quate to pay Teachers alone. '^ 

My opinion of the School Law is a favorable one. I consider it a good 
Law, and the system, after it shall be put in good working order, and some 
slight amendments adapted, as everything we need. The Board of School 
Commissioners for Queen Anne County, I believe, owns and has a fee simple 
title to all the houses and lots except Centreville and Church Hill i\.cademies 
and the two Churches I mentioned above, but I do not know and eannot 
exactly ascertain how the titles were obtained. 

It strikes my mind that some amendments might be made to the School 
Law, with advantage to the System. On page 34, section 2, relating to 
repeal of old Laws, it is enacted, that after January 1st, 1867, all laws^au- 
thorizing the levying of taxes for School purposes are to be, or rather are, 
repealed. (Section 2 seems to be numbered improperly. It follows Section 
8. and should be, I suppose. Section 9.) While that Section of tj^e Law 
shall remain in force, the hands of our County authorities will be tied and 
they cannot help the Schools, though they may be entirely disposed to do 
so. If the Constitution of the State should prohibit a repeal of this Section, 
would it not be advisable to increase the amount levied for the State and make' 
it more than fifteen cents in the hundred dollars ? If we are to lose the 
County levy, we will be no better off than we were under the old system, and 
it will be impossible for us to advance the cause of Education, even if it can 
maintain its old stand. 

1 would also suggest an alteration in the section of the law on page 17, 
in relation to vacations. The months of July and August do not suit all 
neighborhoods, and all portions of the State. Would it not be well to give 
the County Board the power (while the law should fix the duration of 
vacation) to determine the time of vacation ? With us the months of Au- 
gustand September would be much more suitable, and the old School authori- 
ties, years ago, adopted September as the month for vacation, or rather as 
the vacations did not continue as long as two months, they were generally 
from 20th August until 1st of October. 

As this is of local importance, would it not therefore be best to give to the 
County Board some discretion in the matter. September is our most sickly 
month, and the Schools are frequently closed for want of Scholars, whether 
it be vacation or not. 

JAMES M. THOMPSON, 

President of Board of School Commissioners 

of Queen Anne Gounty. 



SOMERSET COUNTY. 

I have the pleasure to report that during the School term ending Novembei 
15th, I did, in accordance with my duty as President of the Board of Public 
School Commissioners of Somerset County, visit each school in the County 
with very few exceptions— those being closed at the time from sickness of 
the Teachers or otherwise. I conducted examinations of one or more classes 
in each school— read to the Teachers and Pupils a short address combining 
" modes of instruction and discipline " — reciting also certain extracts from 
the^ law applidable to their immediate duty to the " youth committed to 
their instruction," Stc, &c. 



78 

As a general thing I have the pleasure to report that I found the schools 
operating as successfuliy as could have been expected under all the circum- 
stances. The unusual amount of sickness prevailing throughout the County 
during the entire School term, added to the exorbitant price of labor affected 
very seriously the attendance of Pupils — such was the concurrent testimony 
of all the Teachers. 

While at the School House I obtained from each Teacher or made from 
personal observation a written report of each School. 

The whole number of Schools organized last term, was forty-seven; whole 
number of Pupils admitted into the Schools, fourteen hundred and twenty- 
four — Boys, six hundred and sixty-nine; Girls, seven hundred and fifty-eight. 

1. The condition of Public Schools under the old law was very unsatis- 
factory and inadequate to the wants of Public Instruction — much of the 
fault we believe to be on the part of the parents and people themselves, 
who seem to become more or less careless and indifferent the moment any 
provision is made by law for the education of their children — they seem at 
once to relax their own proper energies and interest, and rely on the law to 
(Jo all — in short, to take the whole responsibility out of their hands. On 
this view of the case I would predicate an argument in favor of the most 
thorough and efficient School law with sufficient vigor in itself to accomplish 
everything necessary — independent of the voluntary co-operation of parents 
which might or might not be conceded, as. the caprice or prejudices of parents 
might prevail over their better sense. The condition of the School Houses 
was barely adequate to the most common school purposes — without regard 
even to convenience, looks or comfort. The character of the Teachers was 
not of a high order — being such persons as could most conveniently be 
obtained in the home market, and without previous special preparations for 
their professional duties. 

The mode of supervision was by a Commissioner appointed by the 
Orphans Court for each Election District, assisted by a Trustee appointed by 
the Commissioner for each School. 

2. The Schools under the old law were supported by the Free School 
Fund — a tax of twelve cents in the one hundred dollars of assessable 
property in the County, Dredging Licenses, and the donation under Act of 
Assembly, 1864, chap. 28. We do not feel justified in saying that the Schools 
attained to any considerable degree of efficiency — certainly not to any degree 
of excellence under the old law. 

3. While we would not be understood to speak disparagingly of the gene- 
ral intelligence of the people of our County, it is nevertheless too true that 
we have a large number of persons who can neither read nor write. 

4. We regret to say that there is not, in our opinion, a proper evidence of 
zeal in sustaining Public Schools and of willingness to erect and furnish Public 
School Houses. ' Our people, unfortunately, have been too much divided in 
sentiment on the vital question of sustaining the National Grovernment itself— 
it is hardly to be expected that they will so soon be united and zealous in 
sustaining an institution of the State, however good and perfect it may be. 
Let the Legislators of Maryland in all time to co^me, conscious that the 
education of the masses, through the instrumentality of free Public Schools, is 
the true policy to be adopted by the State — adhere to this policy with 
firmness and perseverance; and public sentiment will not be long in render- 
ing a cheerful acquiescence — the growth of a good wholesome moral sentiment 
will mark the progress and zeal of our people in sustaining Public Free 
Schools. At present they are much swayed by prejudices, exasperated and 
intensified by our recent excited election. 

5. Our Board has adopted the sliding scale of Baltimore County for fixing 
the salaries of Teachers — the minimum being seventy-five dollars for fifteen 
scholars— one dollar and a half each for . the first ten scholars— one dollar 



79 

each for the second ten, and so on to the maximum number. The rule 
adopted for the distribution of Books is to sell them, except in such cases as 
are otherwise provided for by the law. 

The aggregate amount paid for salaries during the term ending November 
15th, was thirty-two hundred and eighty-seven dollars and fifty cents. The 
amount paid for incidental expenses was seven hundred and seven dollars 
and thirty-two cents. , 

We think the New School Law a good working system, and most admira- 
bly adapted to the ends proposed. It is a good working system, because 
what it conceives in theory, it provides the most suitable means for carrying 
out in practice. The modes of supervision we think most beautifully and 
admirably adjusted — showing a complete adaptation of means to ends. The 
requirement that the President shall visit each school every term, or as often as 
practicable, and that each Commissioner shall do the same as regards each 
School in the District, is well calculated to give vitality and energy to the 
Teachers and Scholars — it awakens a sense of responsibility on the part of 
the Teacher that will not suffer him to slumber at his post and must 
ultimatel}' tell on the progress of the Schools and the interest of public 
instruction in the County. This is not a mere speculative view — it is the 
result of my late experience when visiting the Schools of the County. 

I am hardly prepared to suggest any alterations or amendments to the law, 
but it seems to me, among so many excellent provisions of the law, it should 
have provided for an annual gathering at some central point — say the County 
town — of all the Scholars, attended by their Teachers. On this occasion 
there should be suitable refreshments for the children, as an additional induce- 
ment for them to look forward to it with pleasure. The time might be so 
arranged as to make it convenient for the State Superintendent, if not the State 
Board, to be present, who might improve the occasion by a suitable address 
to the Teachers and Scholars. It would be an interesting occasion to all 
parties to review a procession of two thousand children — to myself it would 
be an occasion of very deep interest. 

It is a question with me, whether it would not be expedient to provide by 
law for a compulsory attendance on Schools during a certain part of the 
year. There are very many parents who will not send their children to any 
School, without some well regulated legal compulsion. I know many such-r- 
reprove then) for it, and their reply is, that they are so p)oor they can't 
dispense with the services of their children, even for a short time — that con- 
stant labor is indispensable to make bread for their necessary support; but 
the truth is, much of their time is spent in idleness. We regret to inform 
you that our late Board of County Commissioners failed to do their duty by 
not levying the local School tax of twelve cents in the one hundred dollars. 
The law requires it to be collected for two years, and after January 1st, 1867 
to be continued ; provided the people so determine at their general election 
in November, 1866. On what pretext these gentlemen justif}^ the course 
they have pursued we are at a loss to determine. We think their conduct 
unjustifiable, whether considered with reference to their omission to perform 
a plain duty under the law — the rights of the School Commissioners, or the 
spirit which dictated it. The effect is — they have taken the the responsi- 
bility of withholding from fifteen hundred to two thousand poor children of 
the County from two to two and a half months of necessary instruction to 
which they were justly entitled, in direct violation of a well defined 
public law. 

We have received from the late Treasurer of the School Fund five thousand 
four hundred and thirty-eight dollars and five cents ; from the Clerk of the 
County for Dredging Licenses, one hundred and seventy-eight dollars and 
seventy-five cents : — assuming that we shall receive from the State Treasurer, 



80 

on account of Free School Fund, two thousand dollars, and from the State 
Fund, as applicable to present salaries, eight thousand dollars (the amount 
paid in by tlie County) we shall have an aggregate fund of fifteen thousand 
six hundred and sixteen dollars and eighty cents for School purposes for the 
present year. Our expenses for the last term were at the rate of about two 
thousand dollars per month — at the same rate the foregoing estimate of 
funds would enable us to carry on the Schools about eight months. 
This report is respectfully submitted. 

HENRY A. WHITE, 
President Board Public School Oomm's for Somerset Go. 



ST. MARY^S COUNTY. 

To your inquiries I send you the following replies which are as full as 
time will allow me to furnish. 

The condition of the Public Schools under the old local laws was bad. 
People generally, and especially patrons, thoroughly contemned it. Some few 
of the School Houses were tolerably cotnfortable, many needed repair, and 
scarcely one had enough or suitable furniture. Houses were furnished by 
the parents of pupils. Schools were supported by funds derived from the State 
Free School Fund, and County taxes,' and were supervised by local Trustees, 
who took little or no interest in them. Teachers, with some exceptions, 
were confessedly incompetent, indicating disregard of duty, and want of 
appreciation of the high character of their profession. This sad condition of 
the Schools is attributed to two causes, which are removed by the new system, 
insufficiency of funds, and irresponsible, and therefore neglected supervision. 
The characteristic of non-remunerated responsibility is indifference, and its 
legitimate fruits, neglect and failure. 

Of this state of things those who depended on the Public Schools for the 
education of their children complained much, long, and" vainly, till at length 
despair of a remedy subsided into chronic apathy, and this apathy into which 
they were forced as a refuge by an evil beyond their reach, is construed 
into stupidity, or adduced as evidence of insensibility to their highest interest, 
or incapacity for education. 

The general intelligence of the County is equal to that of any of the sister 
Counties. As to the number who cannot read and write there is a difference 
of opinion. • Some say there are many, others, not many, especially among 
the young. I see no indisposition in our people to sustain Public Schools, 
and to erect and furnish School Houses. 

The Board has fixed upon $75.00 as the minimum salary of Teachers for 
schools containing not more than 15 pupils. For each additional pupil over 
15 and up to 25, it allows $2.00. For each pupil over 25 and up to 35, it 
allows $1.50, &c., throughout the scale. 

Text-books are distributed by Conmiissioners to Teachers. 

Our Schools opened at diflerent times, and Teachers have not all presented 
their reports and claims, I am not, therefore, able to report definitely the 
number of boys and girls, and "aggregate amount" of salaries paid. The 
number of pupils attending our Schools during the first term, ending 
November 15, 1865, is about 320, and the amount paid for salaries will 
be about $1,200. 

We shall be able to continue our schools 10 months. 

I shall now attend to your general queries. 

"Your opinion of School Law" ? — good. Strike out limit of District Com- 
missioner's salary, but I see reasons why the President should not be removed 



81 

from the position of District Commissioner. He ought to be connected with 
all the important afifairs of the system in his field. Otherwise his office will 
soon be looked upon as a sinecure, and he will lose influence in the Board. 
People too, judge a good deal by palpable material standards, and School 
House attention will afiect them more favorably than mere educational super- 
vision. The President should have all the aids to his influence that he can 
get. Connect with his office, therefore, as much of the interest of all con- 
cerned as possible. Efficient Commissioners cannot be had for present pay. 
Prompt payment of the salaries of Commissioners by the Counties ought to 
be secured by law. Your convention I think will make all needful sugges- 
tions in respect to the School Law. 

"Is it a good working system?" The best I know or have read of. 

"Is it adapted to your wants?" I don't know wherein it is not. It cer- 
tainly works well here and has the confidence of the people. 

I have perhaps said enough and should stop, but I will add a word. 

I have seen enough of the new system to know, that if it have a chance, 
it will perform all that has been expected of it. In this section it has won 
the respect, good will and welcome of the people. Indeed, I shall not be 
surprised if St. Mary's and the lower Counties become the fields of its best 
triumphs and its brightest glory. I know that you will hear of the success 
of the system in this County with deep pleasure, for in our several interviews 
and correspondence you have evinced earnest solicitude for the welfare of this 
County, and our success. The many allusions in my presence you have had 
necessarily to make to the several fields of your work, have been kindly, 
and especially those of the lower Counties. 

May God strengthen your heart and hands to this great work, and crown 
it with complete success. 

With respect, and truly yours, 

JAMES BUNTING, 

PresH Board School Gommis'rs, St. Mary's Co. Md. 



TALBOT COUNTY. 
[No Report.] 



WASHINGTON COUNTY. 

In reply to your request for a report of progress thus far, and to the specific 
enquiries, I respectfully submit the following : 

The condition of the Schools of this County, under the late local law, was 
at no time, and in no aspect, satisfactory, owing, perhaps, to the absence of 
system and to the political influences brought to bear upon it. 

The School Commissioners, deriving their jjowers from the County Com- 
missioners, and the District Trustees being elected by the people, the duties 
and powers of neither were clearly defined in the law, and the discordant 
elements at work in sustaining them in their positions or views, frequently 
gave rise to conflicts of authority. The want of harmony, encouraged by 
the customary procedure of each district, was most prejudicial to success. 

There was no regularity in terms or times of Schools — no uniformity in 
methods of instruction or use of Text-Books, and no system for the arrange- 
11 



82 

meat of salaries. Each district was, to all intents and purposes, indepen- 
dent in its action, not because of the failure of the law, but owing to its 
long-continued neglect and loose administration. 

No good could possibly have resulted from this method of conducting the 
Schools, and the end showed a community in some respects disposed to 
act arbitrarily, a slight diminution of the principa,! fund, but few good 
School-Houses, few good Scholars, and a great degree of lethargy. 

This same want of system, in connection with the fact that while the law 
provided a plan by which School-Houses could be built, (by district taxa- 
tion,) it failed in the essential feature of enforcing the payment of the tax 
levied, prevented the erection of School-Houses in a very great degree. Yet 
we have, in this Coimty, some very good School-Houses, built mainly by 
the liberality of patrons. Generally, the houses are poorly built, improperly 
planned, badly located, and unfit for the purposes designed. 

The absence of any concert of action, the election by patrons, frequently, 
of personal friends or political partizans, a looseness in the examination, and 
a seeming carelessness on the part of patrons as to the qualification of Teach- 
ers, served to introduce some decidedly incompetent instructors. In the 
main the average standing is passable. Yetmany of those now teaching, on 
examination, may be found wanting. The low standard may possibly be, in 
some measuie, due to the fact that there was no available or valuable super- 
vision. 

The Schools were supported generally, for nine months in each year, by 
an annual tax, averaging about thirteen cents on the one hundred dollars of 
the taxable property of the County ; a tuition fee of one dollar per Term ^r' 
all deemed able to pay, the State's annual appropriation, and the revenue 
derived from the permanent fund of nearly sixty thousand dollars. 

The average efficiency of the Schools was far below what should have 
been held a very low standard. 

The average intelligence of the County is good — ^better than could well be 
expected from the character of the Schools. We find but few who cannot 
read and write. 

The interest in the Public Schools has, for the past year, been visibly 
increasing, and, in many localities, encouraged by the new system, the peo- 
ple are growing zealous and awaking to the necessity of greater exertion in 
sustaining Schools and building houses. As they become acquainted with 
the principles of the new law, they find a greater assurance of benefit to be 
derived, and there seems to be an increasing desire to lay hold with energy, 
and to assist in the erection of a permanent system. 

Our Board has adopted, as the minimum salary for a School of fifteen 
Scholars, taught by a Teacher holding a second grade permit or certificate, 
the sum of iifty ($50) dollars, adding fifteen dollars for first grades: an' 
increase of two dollars and a ha' f for each additional Scholar up to twenty- 
five, and one dollar for each pupil over twenty-five; making the maximum 
for second grade one hundred and fifteen dollars, and for first grade one hundred 
and thirty." But one-half is allowed for Scholars entering after the expira-: 
tlon of the half term. 

For the distribution of Text-Books, after a trial of the system proposed in 
the By-Laws of the State Board, and its failure, from various considerations, 
to secure a proper result, the Board' determined to supply books upon the 
requisition of Teachers, accompanied by the money, and the sale to patrons , 
Teachers and Pupils, on two days in each week. Books are furnished direct 
from the rooms of the Board. 

The reports for the last term, ending November 15th, show the following 
result: 



83 

Number of boys attending at the close, _ _ _ _ 2,363 

" girls <' u u _ - - - 2,392 

Total, 4,755 

Amount paid for Teachers' salaries, - - - $8,445.20 
" " Incidental expenses, - - - 1,482.56 

Number of Schools in operation at the close of the term, 114. 
With the funds at our command, we will be able, we think, to continue 
the Schools for more than three terras. A misapprehension of the law caused 
the Board of County Commissioners to omit to make the annual levy for 
School fjurposes. But lately, upon a proper representation to them of their 
duty under the law, they have given us, from their surplus fund, the sum of 
six thousand dollars, which will enable us to keep the Schools open for per- 
haps nine months. 

A number of the Schools did not open until some time after the 4th of 
September, because of the inability of the Board to secure Teachers. 

We look upon the law as a good one, well adapted for the purpose designed, 
and, with a few amendments, all that we could wish it. in this opinion, so 
far as the people have become acquainted with it, in its letter and practice, I 
believe they will heartily concur. It has met with far greater favor than we 
had reason to expect. 

In addition to the amendments which were suggested at the Convention of 
Commissioners, held in August last, the necessity of each one of which has 
forced itself daily and strongly on my notice, I would suggest, for the benefit 
of the counties possessed of permanent funds, such an amendment as will 
give some latitude in the investment of the principal. The Treasurer of our 
Board urges this, inasmuch as he has been unable to obtain the bonds of the 
State for the money in hand, unless by the payment of such prices as will 
make the investment ruinous to the fund. Many and safe opportunities offer 
to him which would yield from 7 to 10 per cent. 

Our colored people are very desirous of further legislation in their behalf, 
and are waiting with eagerness for the establishment of Schools for their 
benefit. 

My visits have carried me through -all parts of the County, and I have 
found increasing zeal and hopefulness — a willingness on the part of the peo- 
ple to make some sacrifices for the advancement of the cause, and everywhere, 
with few exceptions, a healthy tone of feeling towards the new system. 

I cannot conclude this brief report without reference to the most valuable 
and effect! ve assistance rendered in your recent visit to this County. Your ex- 
planation of the law in all the parts of the County, has been attended with 
the most gratifying results. A clear view of the prominent features of the 
law, and a more general apprehension of the plans and purposes of the State 
Board, have been given the people, and have greatly encouraged and assisted 
the full and ready acceptance of the system, and made us many friends 
in parts of the County where we had reason to anticipate some difficulty. 

I cannot help thanking you for giving so great an impetus to the work in 
our midst, and expressing the belief that much good will follow as a legiti- 
mate result of your visit. 

I am, very respectfully, 

THOS. A.'BOULLT, 
President of the Board for Washington Co. 



84 

WORCESTER COUNTY. 

Wheit the present School Law went into operation, the Public Schools in 
this County were in a most neglected condition. The County had been 
divided into School Districts; but there was no record of their metes and 
bounds. Trustees wer.e appointed for the several districts, but in most cases 
they took very little interest in the affairs of the Schools beyond appointing 
a Teacher, and collecting the quota of the ISchool Fund 

Nearly every district was provided with a School House; but with very 
few exceptions, the houses were altogether unsuited to the purpose. Our 
larger towns were without any Public School buildings at all. 

Teachers employed were generally selected from their respective I^striets, 
and few of them were qualified for the position. No supervision of any kind 
was exercised over the schools. 

The children of the County were divided into two classes, those who were 
able to pay for their education, and those who were not. The first were 
charged regular tuition fees; the others were admitted free, the Teacher receiv- 
ing payment from the School Fund of the County according to the number 
of these so called "charity scholars." 

From what I have said of the system, and of the Teachers acting under it, 
there can be but one conclusion in reference to the degree of efficiency which 
those schools have attained, that it was of a very low degree. Facts confirm 
this conclusion, and there is now something to do, in undoing what has been 
done amiss. 

Education has been very much neglected in this County. There are a 
number who can neither read nor write, and many whose education extends 
little beyond. 

The people manifest great want of zeal in sustaining l^ublic Schools, and 
great indifference about availing themselves of their advantages, when opened 
free to them. I am apprehensive that we could secure but little by volun- 
tary contributions for building and furnishing suitable School Houses. In 
some few districts, I have been unable to get the inhabitants to put such 
repairs upon their School Houses as are necessary to fit them to be occupied 
in the winter, though I assured tiiem they shuuld be repaid the cost. 

In this connection I would state that the Trustees of Buckingham Academy 
and Berlin Female Seminary have acted in entire concert with me, affording 
the use of their buildings, and using their Academic fund. Thus the schools 
have been kept up to their standard, and made free to all, and at a much less 
expense than it could have been done otherwise. This has tended to the con- 
venience and advantage of all, and is an arrangement, which I think might be 
entered into with similar advantage in other places, 

The School Districts have been revised, but as the law requires the matter 
to be kept open for two months after public notice is given, and we appre- 
hend that some change may be desirable, we have not as yet acted upon the 
report of the Commissioners. 

In the appointment of Teachers, we have secured the services of some 
very competent persons. But on account of the difficulty of finding a suffi- 
cient number to supply all the Schools, and acting under the system of tem- 
porary permits, we have engaged many of those employed under the old 
system, as the only means of having some of the Schools opened at all this 
Winter. Another difficulty, in some districts, has been to find comfortable 
b(jard within sufficient proximity to the School-House ; and this difficulty, I 
apprehend, will be increased when we can employ those who ceme up to the 
legal standard of qualifications. 

In arranging the salaries, we encountered the difficulty of not knowing 
what our income would be. At the same time we wished to guard against 



\ 



86 

fixing them so high that it might be necessary afterwards to lower them ; 
much preferring to increase them when we should find it in our power to do 
so. Consequently ours were fixed at lower figures, at first, than some others. 
For the first grade we fixed $60 for the first fifteen Scholars ; $2 each for 
the next 10 ; $1.50 each for the next 10, and for all over this, $1 each. For 
the second grade $50 for the first 15 Scholars ; $1.50 each for the next 10 ; 
and $1 each for all over that number. These were estimated according to 
the average attendance. After the expiration of the First Term, we raised 
the salary of Teachers oi first grade Schools from $60 to $75, for the first 
15 pupils, with the same increase as at first. And the second grade was 
raised from $50 to $60, with the same increase as before. It has been in 
some measure an experiment with us, and we hope, by feeling our way care- 
fully, we may, after a while, reach such a standard as may compensate the 
Teachers and yet be within our means. 

In the distribution of School Books, we furnish them to the Teachers to 
be sold to the Scholars at very nearly the same price we are charged for them, 
not charging sufficient advance on the price to pay for those furnished free. 
The Teachers are responsible for all the books they sell. Orphans, destitute 
of means, and children of widows who are dependent upon their own efforts 
for a livelihood, are furnished with the use of books free. 

The number of boys attending School during the Fall Term was 612 ; girls, 
605. The whole number 1,217. The amount paid for salaries was $1,999.55 ; 
for incidental expenses, $247.60— total, $2,247.15. 

We are unable to form any correct estimate how long we will be able to 
continue the Schools from the result of the First Term. None of the Schools 
were open the entire term, and some of them were open only a small fraction 
of the term. 

The School Law I regard as furnishing a good working system, but not so 
perfect, at present, as not to need some amendment. In visiting the Schools, 
I have been more than ever impressed with the importance of having some 
one to visit and superintend them. And in visiting some a second time, I 
have been very much gratified with the marked improvement. This is one 
feature of the law which, if faithfully attended to, will, I am assured, make a 
great improvement in the efficiency of our Schools. Experience has taught 
me that such is a much more laborious office than many have supposed ; yet I 
am well assured that the end to be attained by it, is well worth the labor and 
attention it requires. 

The most prominent defect of the Law, I think, is the entire want of pro- 
vision for securing suitable School Houses and furniture. The absence of 
these is one of the draw-backs we have to contend against. 

I would suggest the propriety of increasing the bond of the Treasurer, at 
least in those Counties where there is a large School Fund. 

The By-Laws make provisions for inducing Scholars to enter School 
early in the term. While I am not prepared to suggest any provision that 
would not bear hard in many cases, yet I think it important to have some 
provision, either by State Enactment or By-Law, to induce a more punctual 
attendance of Pupils at School. 

We endeavored to have all our Schools opened as early as practicable 
during the Fall Term, but it would have been as well that some of them 
should not have been opened at all during that Term. Two of the Schools 
in my own District are closed for the present, because the attendance was 
very small. In my visitation I have frequently found but two or three 
Scholars in attendance. The Report of one of the Teachers in the Fourth 
Commissioners' District, (Salisbury), shows School taught ten days, attendance 
one pupil each day. 

We have found so much to do in getting our District Schools in operation 
and in devising plans for the erection of new School Houses, which are 



86 

needed in almost every District, that we have taken no action towards the 
location and establishment of a High School. Through our Academies and 
by the co-operation of Trustees of Academies with the School Commissioners, 
such provision for Higher Education might be made to such a degree as 
would justify the confining our attention to the Schools of lower grades, for 
which so very much needs to be done. 

Most respectfully submitted, 

SAML. K. STEWAKT, 
President Board School Gom. of Worcester Go. 






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